
Class __LS^^ 



Copyright N?_. 



COEYRIGUT DEPOSm 



Digitized by the Internet Archive 
in 2011 with funding from 
The Library of Congress 



http://www.archive.org/details/historyinelementOOblis 



HISTORY IN THE 
ELEMENTARY SCHOOLS 

METHODS, COURSES OF STUDY, 
BIBLIOGRAPHIES 



BY 

W. F. BLISS, B.S., M.L. 

Dean of the Normal School ajid Head of the Department of History, State NormaL 

School, San Diego, California; Sometime Teaching-Fellow 

in History, University of California 




AMERICAN BOOK COMPANY 

NEW YORK .-. CINCINNATI .-. CHICAGO 



v.^^ 



? "S^ 



^^ 



Copyright, ign, bv 
W. F. BLISS 

Entered at Stationers^ Hall, London 

Bliss, Hist. 
, W. P. I 



P"^ ." 
^ ' 



©CLA2'D7248 



INTRODUCTION 



The course of study outlined in the following pages is 
first of all practicable. It has been subjected to the test 
of teachers and supervisors in elementary schools of the 
country and the city, and of Normal Training Schools. It 
is the result of years of experience in public schools con- 
ducted under ordinary conditions. It is easily adaptable 
to either graded or ungraded schools. 

While it provides for a complete course of study in 
history from the first to the eighth grades inclusive, it is 
so arranged that it may be used in connection with any 
rational plan of correlation of history with other subjects, 
especially with industrial training, literature and geog- 
raphy. This is particularly true of the outlines for the 
first four grades. In ungraded schools and those only 
partially graded, doubtless the demands of the daily pro- 
gram render the adoption of some scheme of combining 
and coordinating alKed subjects an actual necessity. This 
course provides the desired "core" or basis for the corre- 
lation of history, geography and Hterature and, in the 
primary grades, manual training, in a perfectly natural 
and interesting manner. 

The course has also been prepared with the view of com- 
bining several grades into single sections or classes. For 
example, an ungraded rural school may be arranged into 
a primary and a grammar grade section. Type stories 

3 



4 INTRODUCTION 

from the outline of the first four grades may be selected 
for the primary section, and from the outline of the fifth 
and sixth years for the grammar sections. The stories will 
be found exceedingly interesting to all the children of the 
respective groups, and if made the basis for work in manual 
training, literature and geography, as before suggested, all 
three subjects can be carried along with pleasure and profit 
without undue encroachment on the time allotment of the 
daily program. The outHne of United States History for 
the seventh and eighth grades is, of course, available for 
any grammar school, graded or ungraded. 

Most of the books and other equipment needed in carry- 
ing out this course may be supplied by the school district 
at very little cost. Practically everything outside of the 
books and some drawing material can be improvised by 
the resourceful teacher with the help of pupils and parents. 
In fact, one of the desirable purposes of the course is to 
stimulate the ingenuity of teachers and pupils as well as 
the sympathetic assistance of parents. Pupils should not 
be required to purchase more than the texts and materials 
authorized by the formal course of study prescribed by 
the school authorities. 

This course of study had been completely elaborated and 
was in working operation some time before the Report of 
the Committee of Eight of the American Historical Asso- 
ciation was published. It is pleasing to note that it em- 
bodies the spirit and purpose of that suggestive document. 
The main contrasts He in the direction of practicability 
and adaptabihty to the requirements of elementary schools 
as at present organized. The report of the Committee of 
Eight seems to have been prepared from the viewpoint 



INTRODUCTION 5 

of the so-called ''cycle" method of teaching history — 
a cycle of local, then one of general, history alternating 
throughout the grades. The essential differences between 
the two courses consist in the sequence of topics, the ex- 
tent of the bibliographies, and the specific directions as to 
methods of teaching. 

(i) The Report devotes more time in the primary grades 
to American History, omitting altogether stories illustrat- 
ing primitive civilization. In the fourth and fifth grades 
American History stories occupy the whole year. 

(2) The Report does not introduce stories of Greece 
and Rome until the sixth grade, the v/ork in which is com- 
pleted by stories from later European History. 

(3) History of the United States is resumed in the 
seventh grade, and is continued into the eighth, v/hich 
closes with a resumption of modern European History. It 
does not seem likely that such an illogical and incoherent 
course of study would ever commend itself as a whole to 
any large number of the supervisors and teachers of his- 
tory in our elementary schools. 

In the following course American History has by no 
means been neglected in the lower grades. On the con- 
trary, every grade from the second to the sixth inclusive 
ends with typical stories of the history of our own country, 
but they have been introduced on the supposition that they 
illustrate naturally and logically the fundamental theme of 
these grades. Throughout the primary grades this theme 
is primitive civilization, the stories being gleaned from the 
primitive life of many peoples, ancient and modern, begin- 
ning with the tree dwellers and ending with the primitive 
civilization of American Indians and pioneer white men in 



6 INTRODUCTION 

America. The fifth and sixth grades are mainly occupied 
with stories illustrating life in the Middle Ages in Europe, 
and in the modern period in Europe and America, the 
principal themes being the progress of civilization, the devel- 
opment of nationalities, and the struggle for freedom, em- 
phasis everywhere being laid on the life of the people. 
In the seventh and eighth grades the formal study of the 
history of the United States is pursued, closing with a 
course in elementary civics, w^hich takes the direction of 
a discussion of the relations between the citizen and the 
community under present social and industrial conditions. 
The flexibility of the course, however, will permit it to be 
adapted easily to the use of schools in which it is desirable 
to follow closely the Report of the Committee of Eight. 
The principal claims for consideration of this course are: 
(i) Its practicabihty, adaptabihty to any conditions. 

(2) Its logical consistency. 

(3) Its vital interest to the pupils. 

(4) The sense of the unity of history which it arouses in 
the minds of teachers and pupils. 

(5) The selected, workable bibhography, containing book 
lists especially suitable for the use of young pupils and 
of teachers who have had only the minimum of histor- 
ical training. 

(6) The introduction of a variety of methods of repre- 
sentation or reproduction by the pupils in the form of 
drawing, sand and clay modeling, handicrafts, simple 
dramas, etc. 

The course claims no special credit on the score of origi- 
nahty. Like most practical and useful plans, professions 
and institutions, it is eclectic. Much of its merit, if it 



INTRODUCTION 7 

possesses any, is due to the suggestiveness of the work of 
Jane Andrews, John Preston True, Prof. E. W. Kemp, 
Miss Katherine Dopp, Prof. Lucy Salmons, and others. 
The excellent books or reports of all of these are frequently 
cited in the following pages. 

Beyond all, however, the author is indebted to the 
patience, the intelligence and the resourcefulness of various 
teachers in elementary schools formerly under his super- 
vision, and especially to the student teachers of the State 
Normal School of San Diego, California, for sympathetic 
and efficient assistance in working out this course of study. 

State Normal School, 
San Diego, California. 



CONTENTS 



CHAPTER PAGE 

I. The Course of Study 1 1 

Determining Factors ii 

Primary Grades 13 

Intermediate Grammar Grades 14 

Higher Grammar Grades 15 

II. Primary Grades 18 

Methods of Instruction 18 

Outlines for Primary Grades 24 

III. Intermediate Grades 34 

Methods of Instruction 34 

Outline of Course for Intermediate Grades 35 

IV. American History 49 

Methods in tPie Seventh and Eighth Grades 49 

Course of Study 54 

Outline for Seventh Grade 57 

Eighth Grade 106 

Appendix 157 

Bibliography 157 

An Indian Powwow 177 

Columbus 179 

The Return of Coriolanus 183 

Crowning of Charlemagne 186 

The Vindication of the Cid 188 

Story for the Second Grade 193 



HISTORY IN THE ELEMENTARY 
SCHOOLS 



CIL\PTER I 
THE COURSE OF STUDY 

Determining Factors 

History is the story of the development of cmlization. 
This development has been carried on by two great forces: 

(i) Natural selection caused by adaptation to environ- 
ment; 

(2) Spiritual intuition and intellectual power which 
transcend the material and enable men to modify, direct 
and control the influences of ancestral inheritance and 
physical environment. The possession of this spiritual and 
intellectual potentiahty differentiates man from the brute. 
All brutes are subject to the sway of natural selection. 
Man alone has been endowed with coordinated memory, 
the power of self-control, the faculty of ''personal ideahsm." 

Genuine history, therefore, deals with two hues of de- 
velopment : 

(i) The reaction of man and his emdronment, which 
constitutes the material side ; 

(2) Man's interpretation of himself, his surroundings, 
and his contact therewith, as expressed in folklore, religion, 
literature, fine arts and philosophy. 

II 



12 THE COURSE OF STUDY 

These two foundations of history we may designate the 
materialistic and the spiritualistic. They are basic and 
furnish the most fundamental and essential criteria of the 
course of study in this subject. 

The test of the curriculum next in importance is the 
answer to the question, Is the course of study adapted to 
the nature, experience and practical needs of the pupils? 
This question takes into consideration two propositions: 

(i) The nature of the child, or the psychological factor; 

(2) The environment of the pupil, the practical demands 
of the civilization in which he lives. 

To get the point of view of the child, to reach its stand- 
ing ground, to make a start at all and maintain the interest 
of the learner, doubtless we must be psychological, must 
adapt the materials and the methods to the stage of devel- 
opment through which the pupils are passing at any given 
time. This brings into view the so-called ''culture epoch" 
theory, which certainly contains many suggestions worthy 
of consideration. It does not require a psychologist to be 
perfectly aware that the evolving child, in some measure, 
corresponds, in its various culture stages, to the evolving 
race; that it begins as a savage, becomes semicivilized, 
then enlightened, to use the old terminology, and finally, 
if the home and the school have performed their duties 
successfully, fully civilized, that is, becomes completely in 
harmony with its environment. 

On the other hand, to enable children to acquire the 
large body of organized knov/ledge without which they can 
neither have adequate and correct conceptions of the course 
of true history nor become fitted for the responsibihties of 
good citizenship, this instruction, at least in the higher 



THE COURSE OF STUDY 13 

grades, must be both logical and chronological and present 
the precise kind of concrete facts with which every intelli- 
gent adult must be familiar in order to secure the respect of 
his fellows and to perform rationally his ordinary social and 
pohtical duties. 

The determining factors, therefore, in a well-balanced 
course of study in history for elementary schools would 
appear to be about as follows: 

1. Fundamental and basic. 

(a) Materiahstic — man's reaction on his environ- 

ment. 

(b) Spiritual — man's interpretations and ideals. 

2. Immediate and indispensable. 

(a) Psychological — point of view of the child. 

(b) Practical — social and political needs of the 

learner, the content point of view. 
The following course in history has been developed with 
these determining factors always in view. The basic cri- 
teria hold good throughout the course; the psychological 
are more in evidence in the primary grades; the practical 
predominate in the grammar grades. 

Primary Grades 

In the primary or first four grades, and to some extent 
in the fifth and sixth also, the materialistic, interpretative 
and psychological factors harmonize ; the logical and chron- 
ological are somewhat neglected. Primitive civilization 
furnishes the general theme in the primary grades, — not 
the primitive civilization of any particular nation or race, 
except for illustrative purposes, but primitive civihzation 
in general. The instruction consists in the presentation of 



14 THE COURSE OF STUDY 

simple, realistic, dramatic and correct accounts of the de- 
velopment of the arts of living, grouped, perhaps, around 
the following topics: dwellings, clothing, securing and pre- 
paring food, war, social organizations, including religion, 
games, etc. Out of these spring ethical, aesthetical and 
culture ideas and the opportunity for the introduction of 
much interpretative matter in the way of myths, folklore, 
fairy tales, poetry, games, dram^a, pictures, etc. Concrete 
facts illustrative of primitive life are drawn from ancient 
sources, e.g., Egyptian, Persian, Hebrew, Greek, Roman, 
Teutonic; also from modern sources, as the Indians of 
North America and South America, Eskimos, native Afri- 
canders, Hawaiians, Filipinos, etc. The introduction of 
material from the latter sources materially increases the 
air of verisimilitude, and lends reality to the instruction. 

As will be seen by an inspection of the details of the 
course, an attempt is made in the first four grades to develop 
in the consciousness of the children a series of impression- 
istic pictures showing the general sweep of civilization from 
the untutored savages of the forest to the dwellers in the 
cities. The aim throughout is to develop the historical 
imagination, to give some glimxmer of the unity of history, 
and particularly to arouse curiosity and interest in the 
story of civilization. 

Intermediate Grammar Grades 

In the fifth and sixth grades the logical and chronological 
factors begin to be prominent, but still the movements 
studied and the ideas developed therefrom are general 
and universal rather than particular, though many authen- 
tic stories, anecdotes, episodes and personages are intro- 



THE COURSE OF STUDY 15 

duced, for the purpose, however, of developing general 
notions and composite pictures rather than of building up 
a body of coordinated facts. Here an attempt is made to 
teach something concerning the civihzation of the medi- 
eval and early modern periods, as exemplified in the 
history of England, France, Spain, Holland, Switzerland, 
Germany and the United States. From the logical point 
of view the work in these two years forms a background 
for the form.al study of American History, which occupies 
the next two years, and perhaps may not wholly be for- 
gotten by those pupils who pass on to the high school. 
Ample opportunity is afforded by the topics of this por- 
tion of the course for the introduction of much matter 
along the line of interpretation in the form of ballads, 
romances, song cycles, dramas, pictures, etc. From the 
psychological side it has been fairly well established that 
cliildren of this stage of development are hero worshipers, 
and that romance of action appeals to them very strongly. 
They are getting beyond the more purely imaginative 
period and now demand true stories. The myth and the 
fairy tale have lost their charms and must be superseded 
by tales of real heroes. In other words, children of these 
years are passing through the so-called '' medieval" stages 
of development. 

Higher Grammar Grades 

In the seventh and eighth grades the "practical" cri- 
teria prevail. The "culture epoch" theory, "immediate 
interest," "line of least resistance" and the rest must, in 
some degree, surrender to the demands of the tyrant 
Knowledge. This is not only because it is customary and 



l6 THE COURSE OF STUDY 

is demanded by the voice of the public, but also because 
it is an actual social necessity, in the present state of politi- 
cal and educational development, that the last two years 
of the elementary school course be devoted to the busi- 
ness of acquiring a comprehensive and fairly accurate 
account of the history and government of our own nation. 
It is not at all conceded that the process of securing such 
a broad and thorough conception of the history of the 
United States is necessarily devoid of interest, or that the 
psychological criterion is by any means lost sight of. On 
the contrary, for genuine personal interest and romance, 
there is no history that appeals more strongly to grammar- 
grade pupils. But it must be acknov/ledged that many 
phases of the constitutional and institutional history of 
our nation do not specially interest pupils of this age. 
In fact, much of it ought to be omitted until the high- 
school period is reached. To attempt to introduce theo- 
retical discussions of the science of government in these 
grades is to commit a psychological anachronism. 

Ample provision is made, nevertheless, for a course in 
elementary civics suitable to pupils of these years. The 
work of each of the seventh and eighth grades closes with a 
study of "citizenship." Instead of the old-fashioned, for- 
mal analysis and discussion of the Constitution and the 
mere machinery of government, the relations between the 
citizen and the community are taken up. Beginning with 
the pupil's local environment, that is, the township, bor- 
ough, or city, as the case may be, the various obligations 
resting on the citizen, and his duties, rights and privileges, 
are discovered, discussed, and traced through the various 
civil units up to the State and the Nation. Easily and 



THE COURSE OF STUDY 17 

naturally the learner is led to see the peculiar relations ex- 
isting between the states of our Union and the national 
government. The effort is made to instruct children as to 
the duties and privileges of the average citizen and to in- 
spire them with a desire to fulfill them completely, rather 
than to indulge in learned discussions of the abstract theo- 
ries which lie at the basis of government. 

BLISS, HIST -2. 



CHAPTER II 
PRIMARY GRADES 

Methods of Instruction 

Throughout the primary grades the oral method of 
presentation should prevail both by preference and through 
necessity. To succeed, teachers must become expert story- 
tellers. Here learner, content, method all agree, being 
primitive. The teacher, in imitation of the story-teller of 
the clan or tribe, must work up the subject-matter until 
it is literally at her tongue's end. With an outline or book 
on her desk as a guide only, to which reference may occa- 
sionally be made, the alert, sympathetic, resourceful, well- 
poised primary teacher faces her eager pupils. 

the quiz 

First, she prepares them for fresh knowledge and new 
ideas by a brief, coherent review of the work of the pre- 
vious lessons. This is to be done by means of a "quiz," 
consisting of many brief, direct, specific questions, requir- 
ing precise but brief answers, reaching as many of the 
class as possible. These questions should not invariably 
call for statements of facts, but sometimes- for answers de- 
manding judgment on the part of the pupils and tending 
to arouse their curiosity. Such questions serve to develop 
an ''inquiring attitude" of mind and prepare the children 
for the ''apperception" of new material. 

i8 



PRIMARY GRADES 19 

INSTRUCTION 

The teacher then proceeds to unfold the new installments 
of the story which furnish answers to these ''anticipatory" 
questions. This portion of the recitation, while usually 
oral, must not consist in a mere reproduction of memo- 
rized words. If so, it becomes mechanical, lifeless, dull; 
and the children will soon discover its emptiness. Neither 
should it be reading aloud. In this case it is soothing, 
hypnotic in its effects. Children usually enjoy oral reading 
of any kind because they can drowse at their ease. It is 
the rhythm, the regular ebb and flow of sound, that de- 
lights. Almost any good reader can please little children 
by reading aloud even Paradise Lost or the Mneid in the 
original. The story must come to the children as if direct 
from the lips of the living teacher. But this story- telling 
must be somewhat informal, broken up by frequent ques- 
tions, ''anticipatory" and otherwise, with opportunity for 
questions and intelligent comment on the part of the 
pupils. 

Reading aloud by the teacher is always permissible when 
the matter to be presented is already in literary form 
understandable by the pupils, such as poetry, dialogue, 
descriptions, etc., the spirit and significance of which 
would likely be lost or obscured by translation into the 
vocabulary of the teacher. 

Beginning with the second grade much of the matter to 
be presented has been put into such form that the aver- 
age child can easily and profitably read it. It is advisa- 
ble that teachers give all the aid possible to encourage 
pupils to get notions, ideas and impressions from the 



20 PRIMARY GRADES 

printed page as soon as possible. Such books as can be 
read by pupils should be purchased by the school district 
in sets. Probably all these books should be supplemented 
by oral talks or stories by the teacher. 

The use of chalk and the blackboard should not be 
overlooked by the ambitious teacher. Nothing is more 
effective in any grade of the elementary school, or higher 
schools for that matter, than the abiHty of the teacher 
to illustrate the story or lecture by pictures, sketches, 
maps, etc., quickly, though roughly, drawn while the in- 
structor talks. Along this line all sorts of illustrative 
material should be utilized. Pictures from newspapers, 
magazines, and otherwise useless books should be em- 
ployed. The resourceful teacher, at the beginning of her 
career, will commence the collection of such materials. 
The magazines of the day furnish abundant material of 
this character, not only in the literary department but in 
the advertising sections as well. Relics in the shape of 
weapons, utensils, clothing, etc., used by primitive peoples 
should be displayed to the classes. In many instances 
excursions can be made by the older pupils to historical 
spots, monuments, buildings, etc. All these are included 
under the head of instruction. 

REPRODUCTION 

The next step should be the reproduction of various 
portions of the recent story by the pupils. Usually this 
should be in the form of a topical recitation, the children 
relating or discussing episodes or features of the story at 
the suggestion of the teacher. One important purpose 
of this form of reproduction is to develop the power, on 



PRIMARY GRADES 21 

the part of the pupils, to talk before the class or, in other 
words, the power of oral expression. The fundamental 
purpose, however, is to discover the mental images pro- 
duced in the minds of the pupils by the instruction. 

These may be ascertained in various other ways, the 
most important of which perhaps are simple games and 
dramas.^ Here the play instinct may be utilized with 
pleasure and profit. 'Children's spontaneous plays are 
idealized reproductions of the real activities of primitive 
peoples," says MissDopp. This social instinct should cer- 
tainly be employed in teaching history. These plays should 
be simple, devoid of elaborate ceremonies or costuming, and, 
as far as possible, spontaneous on the part of the children. 
As ever}^ one knows, little children are highly imitative, 
and if skillfully guided by intelligent teachers without too 
much design or authority being displayed, they will often 
work out for themselves simple and effective little plays 
illustrative of the life of the people under consideration. 
These are by far the most valuable for our purposes. 
Occasionally, however, the teacher will prepare a drama 
somewhat more ambitious, calling for more formal drill 
and some ingenuity and resourcefulness in costuming. 
The aid of older members of the families should be solicited, 
.^especially that of the mothers, who should, of course, be 
invited to witness the ''full dress" performance. 

Sand and clay modeling and drawing are also very im- 
portant modes of expression and furnish great dehght to 
the pupils. Most children learn to draw readily and de- 
rive great enjoyment from this method of story-teUing. 

^ For a number of simple dramas which beginning teachers have worked 
out along this line, see Appendix. 



22 PRIMARY GRADES 

One of its great advantages lies in the fact that it is always 
available. Every schoolroom possesses at least blackboard 
and crayon; and a little colored crayon, charcoal and 
drawing paper are easily procurable at little cost. Black- 
board work and charcoal drawing should be first intro- 
duced with beginners, followed by pencil, colored crayon, 
and, occasionally, water colors. No attempt should be 
made to produce drawings technically correct, though, of 
course, sufficient instruction must be given to enable pupils 
really to reproduce on board or paper some semblance of 
the actual picture dimly floating in their minds. As in the 
drama so in drawing, the greater the spontaneity the more 
valuable the results. 

In all the forms of reproduction the children should be 
led, as far as possible, to live over again, at least in their 
imaginations, the lives of the people and the activities of 
the periods which they are studying. Very useful in this 
direction will be found the reproduction or imitation of 
certain primitive industries, such as hunting, fishing, de- 
veloping fire, building wigwams, tents, etc., preparing skins 
for use, making clothing, weapons and primitive utensils, 
grinding grain, preparing and cooking foods, etc., — the 
list is almost endless. These activities not only afford 
great delight to the children and provide very effective 
means for representing their mental images, but also reen- 
force and vivify the formal industrial training which is 
becoming such a prominent feature in our elementary 
school instruction. Here comes the opportunity for im- 
portant correlation of history with manual training as 
before suggested. It would, indeed, be possible to work 
out a course in industrial training based on the evolution 



PRIMARY GRADES 23 

of racial activities/ that would not only appeal psycho- 
logically to the children, but would also prove thoroughly 
practical and utilitarian in the end. Some good work has 
already been done with this purpose in view. Miss Dopp's 
little books on the Tree Dwellers and Cave Men, supple- 
mented by her important book The Place of Industries in 
Elementary Schools, furnish ample directions and sugges- 
tions for this phase of education. 

Teachers must be cautioned, however, not to overdo 
these activities. It is very easy to run to extremes and 
turn history lessons into mere farces. In every instance 
of illustration by "doing" the real educative point must 
be kept in sight. The expedients above suggested are 
not ends but means to a larger end. If any study should 
induce sanity, equipoise, the happy medium between ex- 
tremes, it should be history. The hope of reaching such 
results is one of the strongest pleas for teaching the subject 
in all grades. The pendulum of educational theory and 
practice is constantly swinging from one end of the arc to 
the other. History teachers should strive to aid in the 
movement to restore the equilibrium. The tendency just 
now is in the direction of exaggerating the value of so- 
called "objective" and utilitarian activities to the neglect 
of the "humanities." Teachers of history surely would 
not wish, at this late day, to return to the piethods of 
Squeers and Do-the-boys Hall ! 

The use of maps and the teaching of geography in con- 
nection with history cannot be urged too strongly. His- 

1 Such a course is now being worked out through the cooperation of 
the departments of history and manual training in the San Diego, Cal., 
State Normal School. 



24 PRIMARY GRADES 

torical events have always taken place on the earth — 
never in the books or in the inner consciousness of the 
teacher or pupil. We must connect history with terri- 
tory, location, defined space, or it evaporates into mist. 
Maps should be used constantly without any anxiety as to 
the psychological effect or whether the children conceive the 
earth as flat or spherical. The best map for young chil- 
dren is that made by the teacher herself, showing only 
essentials, omitting all useless details. Direction, distance, 
altitude, area should be developed, but referred to in gen- 
eral terms, — ^'long, long ago," 'S^ery far away," '^across 
this great ocean," "up this very high mountain," are sug- 
gestive phrases, yet geographical nomenclature and spe- 
cific distances, directions, and locations should rapidly be 
introduced as the work progresses, and by the time the 
fourth or fifth grade is reached, political geography should 
become a matter of habit with both teacher and pupil. 

Outlines for Primary Grades 

For plans for correlating this course with other subjects and 
adapting it to conditions in ungraded schools see Introduction. The 
suggestion is offered that in schools of one or two teachers, the first 
and second grades be united into one class and the third and fourth 
into another, perhaps reciting on alternate days. 

A MINIMUM LIBRARY 

[For a list of authors and titles mentioned in these courses, see 
Appendix.] 

First and Second Grades 

1. Dopp, The Tree Dwellers. 

2. Dopp, The Early Cave Men. 

3. Dopp, The Later Cave Men. 



PRIMARY GRADES 25 

4. Wiley and Edick, Children of the Cliff. 

5. Wiley and Edick, Lodrix, the Little Lake Dweller. 

6. Ayrton, Child Life in Japa?i. 

7. ScsiJidlm, Hans the Eskimo. 

8. Fox, Indian Primer. 

9. Norris, The Story of Hiawatha. 

10. Snedden, Docas, the Indian Boy of Santa Clara, Parts I and II. 

11. Pratt, America's Story for America's Children, Vol. I. 

All of the above can be read by children of the second year. 

Third and Fourth Grades 

1. Andrews, Ten Boys Who Lived on the Road from Long Ago to Now 

(stories of Kablu, Darius and Cleon) . 

2. Haaren and Poland, Famous Men of Greece, pp. 9-173. 

3. Wallach, Historical and Biographical Narratives, pp. 1-93. 

4. Ajidrews, Ten Boys Who Lived on the Road frofu Long Ago to Now 

(stories of Horatius and Wulf) . 

5. True, The Iron Star, I-VIII. 

6. Snedden, Docas, the Indian Boy of Santa Clara, Part III. 

7. Winterburn, The Spanish in the Southwest, pp. 1-160. 

8. Pratt, Stories of Colonial Children. 

9. Eggleston, A First Book in American History. 

All of these books can be read by the children of the third and 
fourth years. 

General Recitation Plan 

I. Quiz and "anticipatory" questions, one sixth of the period. 
. 2. Presentation orally of new installments of the story, two thirds 
of the period. 
3. Reproduction by pupils, if oral, one sixth of the period. 

Methods of Reproduction by Pupils 

1. Oral reproduction usually. 

2. Blackboard drawing frequently. 

3. Charcoal drawing on paper occasionally. 

4. Drawing on paper with colored crayon occasionally. 



26 PRIMARY GRADES 

5. Water-color drawings occasionally. 

6. Simple plays or dramas occasionally. 

7. Sand or clay modeling occasionally. 

8. Reproduction or imitation of primitive industries occasionally. 

The underlying theme is Primitive Civilization, particular stress to 
be laid on the arts of living, grouped under the following heads: 

1. Dwellings, modes of housing in general. 

2. Clothing — sources, materials, styles. 

3. Manner of securing and preparing foods. 

4. Methods of warfare, offensive and defensive, weapons, etc. 

5. Education, primitive schools and methods. 

6. Development of trade and commerce — primitive exchange. 

7. Interpretative materials, such as myths, legends, folklore, ballads, 

religious ceremonies, beginnings of the fine arts. 



FIRST GRADE 

Teachers should read one or more of the books suggested below on 
Primitive Civilization in order to get a background and foundation 
for this work. 

Topics 

1. The Tree Dwellers. 

2. The Cave Dwellers. 

3. The Cliff Dwellers. 

4. The Lake Dwellers. 

5. Primitive life among the Indians of North America. 

Texts to be followed by Teachers in the Order named 

Topic I. Dopp, The Tree Dwellers. 
. ( Dopp, The Early Cave Men. 
' \ Dopp, The Later Cave Men. 
Topic 3. Wiley and Edick, Children of the Cliff. 
Topic 4. Wiley and Edick, Lodrix, the Little Lake Dwelkr. 
Topics. Jenks, The Childhood of Ji-shib, ,. 



PRIMARY GRADES 27 

Additional References eor Teachers 

Most of these references are for the purpose of enabling teachers 
to get a glimpse into the very interesting field of primitive civiliza- 
tion. With the exception of the first three, the reading of one of 
the books will be sufficient. 

Dopp, The Place of Industries m Elementary Education. 

Kemp, History for Graded and District Schools. 

Starr, American Indians. 

Waterloo, The Story of Ah. 

Clodd, The Story of Primitive Man. 

Tylor, Anthropology, Chaps. VIII-XI. 

Keary, The Dawn of History. 



SECOND GRADE 

The theme is still Primitive Civilization, but the stories introduced 
relate more specifically to certain historic peoples. No definite 
chronology is required, yet time and place are gradually emphasized. 
Atmosphere, impressions, mental pictures of how people lived in 
various countries are to be developed in the minds of pupils. 

(Read carefully, "Methods of Instruction," "The Quiz," "In- 
struction," etc., at the beginning of this chapter.) 

Books starred (*) can be read by pupils. 

Topics 

1. The early Aryans. 

2. Life in ancient Egypt. 

3. The Tent Dwellers, nomadic life, period of shepherds, especially 

among the Hebrews. 

4. The early Phoenicians. 

5. Primitive life among modern Africanders. 

6. Primitive life in the far North. 

7'. Primitive life in Japan, the Philippines, India, Hawaii, etc. 

8. Primitive life among the North American Indians. 

9. Primitive life of the white man in America. 



28 



PRIMARY GRADES 



Texts to be followed by Teachers in the Order named 



Topic I. 
Topic 2. 

Topic 3. 

Topic 4. 
Topic 5. 
Topic 6. 

Topic 7. 

Topic 8. 
Topic 9. 



r Andrews, Ten Boys, "The Story of Kablu." 
i^Kemp, History for Graded and District Schools, "Arya and 
I His Sons." 
Kemp, History for Graded and District Schools, "How 

Kufu Lived among the Old Egyptians." 
[ Guerber, Story of the Chosen People. (Selected stories.) 
Baldwin, Old Stories of the East. (Selected stories.) 
Herbst, Tales and Customs of the Ancient Hebrews. (Se- 
lected stories.) 
Kemp, History for Graded and District Schools, "How 

Little Hiram became King." 
Osom the African Boy. (See Appendix for the story.) 
r*Scandlin, Hans the Eskimo. 

\ Shaw, Big People and Little People of Other Lands, pp. 53-69. 
I (For Norse legends to accompany this topic, see below.) 
fAyrton, Child Life in Japan. 
\ * Chance, Little Folks of Many Lands. 
I Youth's Companion Series, The Wide World, pp. 33-41. 
*Norris, The Story of Hiawatha. 

Snedden, Docas, the Indian Boy of Santa Clara, Parts I 
and II. (See Appendix for a play.) 
(For Indian legends to accompany this topic, see Refer- 
ences for Teachers below.) 
*Fox, Indian Primer. 
*Pratt, Am^erica^s Story for America's Children, Vol, I. 



Additional References for Teachers 

(See books on Primitive Civilization mentioned under First Grade.) 
Dopp, Place of Industries in Elementary Education. 
Taylor, Origin of the Arya?is. 
Kemp, Outline of History for the Grades. 
Clodd, The Story of the Alphabet. 
Benjamin, Persia. 
Sayce, Primer of Assyriology. 
Maspero, Life in Ancient Egypt and Assyria, 



PRIMARY GRADES 29 

Day, The Social Life of the Hebrews. 

Rawlinson, Phxnicia. 

Church, Carthage. 

Du Chaillu, hi African Forest and Jungle. 

Stanley, My Kalulu. 

Anderson, The Story of Extinct Civilizations of the East. 

Arnold, Stories of Ancient Peoples. 

Boyesen, Boyhood in Norway. 

Schwatka, Children of the Cold. 

Guerber, Myths of Northern Lands. 

Pratt, Legends of Norseland. 

Keary, The Heroes of Asgard. 

Angus, Japan: the Eastern Wonderland. (Excellent, especially for 

the illustrations.) 
Craft, Hawaii Nei. (Life in Hawaiian Islands.) 
Krout, Alice^s Visit to the Hawaiian Islaizds. 
Zitkala-Sa, Old Indian Legends. 
Indian Stories Retold from St. Nicholas. 
Judd, Wigwam Stories. 
Lummis, Pueblo Indian Folk-stories. 
Starr, American Indians. 
Starr, Strange Peoples. 

THIRD GRADE 

The stress is still laid on Primitive Civilization — the art of living 
among the various peoples and in the times and places to which the 
stories relate. Geography and chronology grow somewhat more 
definite, yet very little emphasis is to be placed on the latter. Maps 
are to be used constantly. The plan of recitation outlined above is 
to be followed carefully. More reading matter is to be introduced 
into this grade and drawing and dramatic representation more fre- 
quently employed. 

The primitive life of the Indian is connected logically with that of 
the white man by introducing stories of pioneer colonial times on the 
Atlantic coast and in the Southwest, the region exploited by the 
Spaniards. Books starred (*) can be read by pupils. 



30 



PRIMARY GRADES 



Topic 



2.K 



Topics 

1. The early Persians. 

2. Stories of the ancient Greeks. 

3. Stories of old Rome. 

4. Beginnings of Teutonic civihzation. 

5. Stories of the American Indians. 

6. Stories of the Spanish Pioneers in the Southwest. 

7. Stories of American colonial life. 

Texts to be employed by Teachers in the Order named 
Topic I. Andrews, Ten Boys, "The Story of Darius." 
Andrews, Ten Boys, "The Story of Cleon." 
Guerber, Story of the Greeks, pp. 1-149. 
Haaren and Poland, Famous Men of Greece, pp. 9-172. 
(This merely supplements Guerber on the biographical 
side.) 
Kemp, History for Graded and District Schools, "Greece in 
Her Infancy " and "A Visit to Athens." 
(For Greek myths to accompany above, see References 
for Teachers below. 
Clarke, Story of Mneas. 
Kemp, History for Graded and District Schools, "Rome in 

Her Infanc}'-." 
Andrews, Ten Boys, "The Story of Horatius." 
Guerber, The Story of the Romans, pp. 1-121. 
Wallach, Historical and Biographical Narratives, pp. 1-93. 
True, The Iron Star, I-III. 

'*Snedden, Docas, the Indian Boy of Santa Clara, Part III. 
Starr, American Indians. (Selections.) 

(For Indian legends and myths to accompany this topic, 
see References for Teachers under Second Grade.) 
*Winterburn, The Spanish in the Southwest, pp. 1-42. 
*Pratt, Stories of Colonial Children. 



Topic 3. 



Topic 4, 

Topic 5. 

Topic 6. 
Topic 7. 



Additional References for Teachers 
Clarke, Story of Troy. 
Benjamin, Persia. 
Anderson, The Story of Extinct Civilizations of the East. 



PRIMARY GRADES 3 1 

Mahaffy, Old Greek Life. 

Baldwin, Old Greek Stories. 

Guhl and Koner, Life of the Greeks and Romans. 

Church, Pictures from Greek Life and Story. 

Becker, Private Life of the Ancient Greeks. 

Blumner, The Home Life of the Ancient Greeks. 

Firth, Stories of Old Greece. 

Hurll, Greek Sculpture. 

Harding, Greek Gods, Heroes, and Men. 

Guerber, Myths of Greece and Rome. 

Beckwith, I71 Mythland. 

Pratt, Myths of Old Greece. 

Harding, City of the Seven Hills. 

Wilkins, Roman Antiquities. 

Church, Stories from Livy. 

Rabb, National Epics. 

Shumway, A Day in Ancient Rome. 

Church, Pictures from Ro7nan Life. 

Pratt, Stories of Old Rome. 

Preston and Dodge, The Private Life of the Romans. 

Macaulay, Lays of Ancient Rome. 

Gayley, Classic Myths. 

Fisher, Outlines of Universal History, Part I. 

McMaster, Primary History of the United States. 

Tappan, Our Country's Story. 

FOURTH GRADE 

In this grade the story of Primitive Civilization is further devel- 
oped, the materials being selected from Greek, Roman and Teutonic 
sources. 

Teachers will take care to combine the materiahstic facts with 
interpretative and illustrative materials in the form of myths, legends, 
fairy tales, folklore, ballads, pictures, etc. 

The development of Teutonic civilization is carried on to the 
Anglo-Saxon conquest of England and the exploration and beginning 
of settlement of America. 



32 PRIMARY GRADES 

Stories of the Spanish pioneers in the Southwest and the coloniza- 
tion of Cahfornia follow, the course ending with a superficial study 
of the first steps in American history. 

The transition from Greek to Latin, from Latin to Teutonic, from 
Europe to America, etc., should be made gradually and naturally, 
never losing sight of the necessity of constantly appealing to the 
primitive instincts and the imaginative powers of children. 

Books starred (*) can be read by pupils. 

Topics 

1. Continuation of stories of the ancient Greeks. 

2. Continuation of stories of the Romans. 

3. Continuation of Teutonic civilization. 

a. Primitive life in Northern Europe. 
h. From the continent to England. 

c. Early Teutonic explorations in America. 

d. Early Teutonic civilization of the Middle Ages. 

4. The Indian and the white man. 

a. The conquest of Mexico. 

h. Explorations in the Southwest — Upper and Lower Cali- 
fornia. 
c. Life in the Old Missions of Cahfornia. 

5. First steps in American history. 

Texts to be employed by Teachers in the Order named 

r*Guerber, Story of the Greeks, pp. 217-259. 
Topic I. i*Haaren and Poland, Famous Men of Greece, pp. 173-236. 
I (Selected Greek myths to accompany the above.) 
*Guerber, Story of the Romans, pp. 1 21-170. 
Church, Stories from Livy. (Selections to accompany 
Guerber.) 
Topic 2. i *Haaren and Poland, Famous Men of the Middle Ages, pp. 

7-79- 

(For a drama on "The Return of Coriolanus," see Ap- 
pendix.) 



PRIMARY GRADES 33 

'♦Andrews, Ten Boys, "The Story of Wulf." 
Kemp, History for Graded and District Schools, "Teutonic 
Children of the Wood." 
Topic 3. \ *True, The Iron Star, IV-VIII. 

*Pratt, America's Story, Vol. II to p. 10. 

(Teutonic legends and myths to accompany above.) 
*Lucia, Stories of American Discoverers for Little Americans. 
Topic 4. *Winterburn, The Spanish in the Southwest, pp. 43-160. 
. ^ (*Eggleston, A First Book in American History. 
^' \ *Eggleston, Stories of American Life and Adventure. 
(Eggleston's First Book in American History should be placed in 
the hands of the pupils if possible.) 

(For a drama illustrating Columbus' relations to Ferdinand and 
Isabella, see Appendix.) 

Additional References for Teachers 

(See list of books on Greek and Roman Civilization under Third 
Grade.) 

Wheeler, Alexander the Great. 

Abbott, Alexander. 

Kemp, History for Graded and District Schools, "Story of Alexander 
the Great." 

Morris, Hannihal. 

Bradish, Old Norse Stories. 

Baldwin, The Story of Siegfried. 

Keary, The Heroes of As gar d. 

Pratt, Legends of Norseland. 

Johnson, Pioneer Spaniards in North America. 

Lummis, The Spanish Pioneers. 

Jackson, Father Junipero and the Missio7i Indians. 
*McMaster, Primary History of the United States. 
*Barnes, Elementary History of the United States. 
*Tappan, Our Country's Story. 

BLISS, HIST.-3. 



CHAPTER III 
INTERMEDIATE GRADES 

Methods of Instruction 

(For remarks on the ''quiz" and ''topical recitation" see 
discussion of seventh and eighth grades below.) 

The methods above outlined for the primary grades 
apply in a large measure to the fifth and sixth grades and 
should be read carefully by teachers of these grades; but 
the pupils here are able to get a larger part of their instruc- 
tion from books, where books are available. The teacher, 
therefore, will not be so prominent a factor in the work of 
instruction. The oral or story-telling method, neverthe- 
less, will necessarily be followed largely on account of 
lack of suitable books for children. The demand for such 
material is, however, rapidly being supplied, and it will not 
be long before almost all the topics scheduled below may 
be studied by pupils of the fifth and sixth grades in books 
with but occasional talks by the teacher. Stress in these 
grades is laid on biography and dramatic and romantic 
incidents illustrating medieval and early modern civili- 
zation, consequently opportunities for dramas and written 
compositions are more frequent. In these grades also occa- 
sional formal written tests or examinations may be held with 
benefit at the completion of a given portion of a topic. Such 
examinations should call for expressions of opinions, impres- 
sions, and conclusions rather than statements of bald facts. 

34 



INTERMEDIATE GRADES 35 

In these grades very much depends on the abihty of 
teachers to digest, work over, and translate for the pupils 
the contents of advanced books. It is wonderful, how- 
ever, what power of comprehension can be developed by 
careful and patient training. Fifth-grade pupils may be 
trained to read with intelligence even high-school text- 
books on certain phases of European history, as well as 
the books indicated below as suitable for pupils' reading. 

The importance of training children to read for them- 
selves and actually to apprehend the contents of ordinary 
books is often overlooked. The tendency at present is 
for the teacher to do most of the instructing in the way of 
interpreting and summarizing the texts. It is certainly 
time for pupils in these grades to develop the power of 
analyzing, classifying, and generalizing information, im- 
pressions, and ideas gained from printed books. The 
teacher still should be the leader and guide, but not the 
burden bearer of her pupils. Self-activity and self-reliance 
on the part of the children are the desired goal. 

The period for history in the fifth and sixth grades is 
divided into two parts — about two fifths for the quiz 
and class discussion, and three fifths for instruction either 
oral by the teacher or in silent reading by the pupils. 
Besides this study period, pupils of these grades probably 
should devote additional time to historical study either in 
school or at home. 

Outline of Course for Intermediate Grades 

The general theme of the fifth and sixth grades is the development 
of civilization during the medieval and early modern periods. The 
aims are to give the children a little outlook over the field of Euro- 



36 INTERMEDIATE GRADES 

pean history; to make them familiar with names and incidents that 
have become a part of the common stock of knowledge of intelligent 
people; and to furnish them, in some measure, with the background 
for the formal study of American History which is taken up in the 
seventh grade. 

Most of the stories recommended are in the form of biographies 
and are written in such a style that pupils can easily read them. 
Whenever circumstances will permit they should be encouraged to 
do so. The books are not costly and almost any school district can 
afford to purchase a sufficient number to carry on the work satis- 
factorily. A minimum set of books sufficient to carry out this course 
for at least the first year in any ungraded school is recommended 
below. 

In all cases the teacher should supply the historical background 
and the connecting links by oral talks. 

The outline of the course consists of topics followed by a bibli- 
ography of the most useful books. It is not expected, nor, indeed, 
is it desirable, that any school library should contain all, or even 
many, of the books suggested. The lists are made ample so as to 
adapt the course to a large diversity of libraries. For schools of 
one or two teachers the following arrangement is suggested by way 
of a beginning. For the first year the two grades could be combined 
into one class. 

A MINIMUM LIBRARY 

Fifth Grade 

Texts for Pupils: One of the following. 

1. Haaren and Poland, Famous Men of the Middle Ages. 

2. Tappan, European Hero Stories. 

3. Niver, Great Names and Nations, Modern. 
Supplementary: 

Dutton, Little Stories of England. 
Button, Little Stories of France. 
Dutton, Little Stories of Germany. 
Guerber, Story of the English. 
Harding, Story of the Middle Ages. 



INTERMEDIATE GRADES 37 

Sixth Grade 
Texts for Pupils: 

Haaren and Poland, Famous Men of Modern Times. 
Supplementary in addition to above : 

Bonner, A Child's History of Spain. 

Rolfe, Tales from Scottish History. 

Griffis, Brave Little Holland. 

Johnson, The World's Discoverers. 

Warren, Stories from English History. 

TOPICS AND REFERENCES 

Books marked with a star (*) can be read by pupils. 
[For a list of authors and titles mentioned in these courses, see 
Appendix.] 

FIFTH GRADE 

Topic i. Charlemagne and His Work 

(For a simple little drama illustrating the crowning of Charle- 
magne, see Appendix.) 

(See Harding, Story of the Middle Ages, pp. 9-49, for a very simple 
and interesting treatment of the subject of the end of the Roman 
Empire and the establishment of the Teutonic kingdoms. Also 
Niver, Great Names and Nations, Modern, pp. 9-35.) 
*Haaren and Poland, Famous Men of the Middle Ages, pp. 93-11 1. 
*Dutton, Little Stories of France, pp. 20-34. 
*Harding, Story of the Middle Ages, Chaps. VII and IX. 
*Tappan, European Hero Stories, pp. 38-53. 
*Niver, Great Names and Nations, Modern, pp. 48-59. 

Guerber, Legends of the Middle Ages, pp. 1 29-1 51. 

Emerton, Introduction to the Study of the Middle Ages, pp. 151-235. 

Davis, Charlemagne. 

Hodgkin, Charles the Great. (A small, compact, interesting biog- 
raphy.) 

West, Alcuin. 



38 INTERMEDIATE GRADES 

Topic 2. Rise and Development of Mohammedanism 

*Haaren and Poland, Famous Men of the Middle Ages, pp. 112-118. 

*Harding, Story of the Middle Ages, Chap. VIII. 

*Tappan, European Hero Studies, pp. 38-47. 

*Niver, Great Names and Nations, Modern, pp. 36-47. 

Anderson, Extinct Civilizations of the East, pp. 10S-137. 

Irving, Life of Mahomet. (One of the most readable. Furnishes 
interesting anecdotes.) 

Emerton, Introduction to the Study of the Middle Ages, pp. 122-134. 

Margoliouth, Mohammed. 

Oilman, The Saracens. 

Lane-Poole, The Moors in Spain. 

Gibbon, Life of Mahomet. 

Topic 3. The Romance or Roland 

Baldwin, The Story of Roland. 
(This is a delightful book and may be read by the pupils, but is too 
costly to be used as a text. The teacher, for lack of material, must 
for the present teach these stories orally. Not all the romances 
given should be used.) 

Guerber, Legends of the Middle Ages, Chap. VIII. 

Rabb, National Epics, p. 193. 

Topic 4. Monks and Monasteries 

*Ouerber, Story of the English, p. 57. 
*Harding, Story of the Middle Ages, Chap. XVI. 

Kemp, History for Graded and District Schools, pp. 258-273. (Help- 
ful for teachers.) 

Kingsley, The Hermits. (Very interesting on the Hfe of the Ascetics 
including Simeon Stylites.) 

Emerton, Introduction to the Study of the Middle Ages, Chap. XL 

Jessopp, The Coming of the Friars, Chap. III. (This chapter contains 
a dehghtful account of the daily life of a medieval monastery.) 

Bateson, Mediceval England, pp. 54-69; (p. 60, plan of monastery.) 

Fisher, Outlines of Universal History, Part II. 

Harding, Essentials in Mediceval and Modern History. 



INTERMEDIATE GRADES 39 

Topic 5. Alfred the Great and the Beginning of 
English History 

*Haaren and Poland, Famous Men of the Middle Ages, pp. 119-125, 

135-142. 
*Guerber, Story of the English, pp. 34-56. 
*Tappan, European Hero Stories, pp. 72-76. 

*Tappan, In the Days of Alfred the Great. (Gives an excellent de- 
scription of the life of the times.) 
*Warren, Stories from English History, pp. 26-41. 
*BlaisdeU, Stories from English History, pp. 31-37. 
*Madison, A Maid of King Alfred's Court. (A continuous, long 

story.) 
*Abbott, Alfred. 
Hughes, Alfred the Great. 
Walker, Essentials in English History. 

Topic 6. Kanute the Dane and the Danish Conquest 
OF England 

*Haaren and Poland, Famous Men of the Middle Ages, pp. 149-154. 

*Guerber, Story of the English, pp. 58-73. 

*True, The Iron Star, VIII. 

*Warren, Stories from English History, pp. 42-46. 

*Blaisdell, Stories from English History, pp. 43-46. 

Topic 7. The Rise of the Nor^ians and the Norman 
Conquest of England 

Haaren and Poland, Famous Men of the Middle Ages, pp. 120-134, 

163-172. 
*Guerber, Story of the English, pp. 73-90. 
*Tappan, European Hero Stories, pp. 77-93. 
*Niver, Great Names and Nations, Modern, pp. 60-76. 
*True, The Iron Star, IX. 
*Harding, Story of the Middle Ages, Chap. XL 
*Blaisdell, Stories from English History, pp. 47-65. 
*Warren, Stories from English History, pp. 47-61. 



40 INTERMEDIATE GRADES 

*Scott, Tales of a Grandfather, pp. 22-28. 

*Tappan, In the Days of William the Conqueror. (Excellent for the 

life of the times.) 
*Abbott, William the Conqueror. 

Neale, Romance of History (England) , pp. 3-60. 

Stenton, William the Conqueror. 

Jewett, The Normans. 

Johnson, The Normans in Europe. 

Freeman, William the Conqueror. 

Creasy, Fifteen Decisive Battles (New Ed. with additions). 

Topic 8. Robin Hood — The Period of Norman Oppression 
IN England 

(The teacher should present the historical setting to this very 
interesting topic through a series of oral talks.) 
*Pyle, Some Merry Adventures of Robin Hood. 
Pyle, The Merry Adventures of Robin Hood. (Illustrated by the 

author.) 
Bates, A Ballad Book, pp. 101-114. 
Gummere, Old English Ballads, pp. 1-93. 

Topic 9. The Crusades 

*Haaren and Poland, Famous Men of the Middle Ages, pp. 173-196. 

*Guerber, Story of the English, pp. 105-117. 

*Niver, Great Names and Nations, Modern, pp. 86-98. 

*Tappan, European Hero Stories, pp. 136-151. 

*Harding, Story of the Middle Ages, Chaps. XII, XIII. 

*True, The Iron Star, X. 

*Warren, Stories from English History, pp. 81-88. 

*Abbott, Richard I. 

*Scott, The Talisman. 

*Scott, Ivanhoe. 

Gray, The Children'' s Crusade. 

Cox, The Crusades. 

Lane-Poole, Saladin and the Fall of the Kingdom of Jerusalem. 



INTERMEDIATE GRADES 41 

Topic 10. Wallace, Bruce and Douglas — the Struggle of 
Feudalism against Nationalism 

*Haaren and Poland, Famous Men of the Middle Ages, pp. 206-212. 

*Guerber, Story of the English, pp. 137-147. 

*Tappan, European Hero Stories, pp. 185-189. 

*Lang, The Story of Robert the Bruce. 

*Scott, Tales of a Grandfather, pp. 51-142. 

*Warren, Stories from English History, pp. 1 07-1 19. 

Maxwell, Robert the Bruce. 

Porter, Scottish Chiefs. (Emotional, but excellent for color and 
atmosphere.) 

Topic ii. Life in Town and Country during the Middle Ages 
— Feudalism and the Feudal Castle, Chivalry and Knight- 
hood, Manorial Life. 

*Guerber, Story of the English, pp. 1 59-161. 
*Tappan, European Hero Stories, pp. 1 18-134. 
*Niver, Great Names and Nations, Modern, pp. 77-85. 
♦Andrews, Ten Boys, "The Story of Gilbert." 
*Harding, Story of the Middle Ages, Chaps. XIV, XV. 
♦Baldwin, Stories of the King. 
♦Greene, Legends of King Arthur. 
♦Radford, King Arthur and His Knights. 

Guerber, Legends of the Middle Ages, Chaps. XII, XIII. 

Jessopp, The Coming of the Friars, Chap. II (Life in the Towns) 

Kemp, History for Graded and District Schools, pp. 275-291. 

Robinson, History of Western Europe, pp. 233-273. 

Bateson, Mediceval England. 

Jusserand, English Wayfaring Life. 

Gibbons, History of Commerce in Europe. 

Cheyney, Industrial and Social History of England. 

Topic 12. The Hundred Years' War and Joan of Arc 

♦Haaren and Poland, Famous Men of the Middle Ages, pp. 219-225, 

247-256. 
*Pitman, Stories of Old France, pp. 15-52. 



42 INTERMEDIATE GRADES 

*Guerber, Story of the English, pp. 150-166, 176-186. 
*Harding, Story of the Middle Ages, Chap. XVIII. 
*Tappan, European Hero Stories, pp. 194-203. 
*Lang, The Story of Joan of Arc. 
*Lanier, The Boy's Froissart. 

*Niver, Great Names and Nations, Modern, pp. 11 3-1 24. 
*Warren, Stories from English History, pp. 1 21-13 7. 
*Blaisdell, Stories from English History, pp. 78-87. 

Oliphant, Jeanne d\Arc. 

Lowell, Joan of Arc. 

Kingsford, Henry V, the English Hero King. 

Montgomery, Heroic Ballads, No. 23. 

Walker, Essentials in English History. 

Topic 13. The Development of the German People 

*Dutton, Little Stories of Germany to page ^i^,. 

*Niver, Great Names and Nations, Modern, pp. 102-112. 

SIXTH GRADE 

Theme: The Transition from Medieval to Modern Civilization 
Books marked with a star (*) can be read by the pupils. 
[For a hst of authors and titles mentioned in these courses, see 
Appendix.] 

Topic i. The Romance of the Cid — the Beginnings of the 
Christian Conquest of Spain 

(For a drama illustrating an interesting episode in the career of 
the Cid, see Appendix.) 

*Haaren and Poland, Famous Men of the Middle Ages, pp. 155-162. 
*Guerber, Legends of the Middle Ages, Chap. XVII. 
*Wilson, The Story of the Cid. 
*Tappan, European Hero Stories, pp. 1 06-1 11. 

Rabb, National Epics, p. 237. 

Bonner, Child's History of Spain, Chap. XII. 

Clarke, The Cid Campeador. 



INTERMEDIATE GRADES 43 

Topic 2. Ferdinand and Isabella — The Unification of 
Spain and the Discovery of America 

*Haaren and Poland, Famous Men of Modern Times, pp. 16-39. 
*Bonner, A Child's History of Spain, Chaps. XV-XXVII. (Difficult, 

but can be read by pupils.) 
*Trueba, Romance of History (Spain), pp. 445-461. 
*Johnson, The World's Discoverers, pp. 18-55 (Discovery of America 

by Columbus.) 
Hale, Spain. 

Prescott, Ferdinand and Isabella. 
Lane-Poole, The Moors in Spain. 



Topic 3. Louis XI of France and Charles the Bold of Bur- 
gundy — The Downfall of Feudalism and the Beginning 
OF French Nationality 

*Pitman, Stories of Old France, pp. 53-100. 
*Scott, Quentln Durward. (Excellent for atmosphere and color.) 
*Ritchie, The Romance of History (France), pp. 378-440. 
Putnam, Charles the Bold. 



Topic 4. Development of Germany 
*Dutton, Little Stories of Germany, pp. 68-87. 



Topic 5. The Revival of Learning — The Beginnings of 
Modern Art, Science and Literature 

Very httle literature on this topic suitable for children is avail- 
able. Much will depend on the abihty of the teacher to simphfy, 
adapt and make interesting such material as is at hand. 
*Haaren and Poland, Famous Men of the Middle Ages, pp. 257-262. 
*Niver, Great Names and Nations, Modern, pp. 125-134. 
*Tappan, European Hero Stories, pp. 152-170. 
Kemp, History for Graded and District Schools, pp. 329-346. 



44 INTERMEDIATE GRADES 

Adams, Medmval Civilization. 

Robinson, History of Western Europe, pp. 321-353. 

Symonds, The Age of Despots, Chaps. I, VII, IX. 

Emerton, Erasmus. 

Lodge, The Close of the Middle Age, Chap. XXII. 

Fisher, Outlines of Universal History. 



Topic 6. Martin Luther and the Protestant Reformation 

Like Topic 5, but little has been published on the Reformation 
suitable for children. Again the teacher's knowledge and skill in 
story-telling must be depended upon. This topic may be omitted 
without greatly destroying the continuity of the work. 

Kemp, History for Graded and District Schools, pp. 348-377. 

Seebohm, Era of the Protestant Revolution. 

Jacobs, Martin Luther. 

Richards, Melanchthon. 

Michelet, Life of Luther. 

Kostlin, Martin Luther. 

Emerton, Erasmus. 

Jackson, Zwingli. 

Fisher, Outlines of General History. 



Topic 7. The Rival Kings, Henry VIII, Francis I, 
AND Charles V 

*Haaren and Poland, Famous Men of Modern Times, pp. 63-85. 
*Guerber, Story of the English, pp. 202-222. 
*Pitman, Stories of Old France, pp. 1 01-150. 
*Warren, Stories from English History, pp. 171-208. 
*Trueba, Romance of History (Spain), pp. 462-476. 

Bonner, A Child's History of Spain, pp. 193-201. 

Moberly, The Early Tudors. 

Hume, The Story of Modern Spain. 

Lebon, The Story of Modern France. 

Walker, Essentials in English History. 



INTERMEDIATE GRADES 45 

Topic 8. Henry of Navarre and the End of the Religious 
Wars in France 

*Pitman, Stories of Old France, pp. 1 51-182. 

*Haaren and Poland, Famous Men of Modern Times, pp. 123-134. 

*Dutton, Little Stories of France, pp. 105-115. 

♦Abbott, Henry IV. 

Willert, Henry of Navarre. 

Macaulay, The Battle of Ivry. 

Barnes, Brief History of France. 



Topic 9. The Rival Queens, Elizabeth and Mary 
Queen of the Scots 

*Guerber, Story of the English, pp. 233-252. 
*Rolfe, Tales from Scottish History, pp. 92-120. 
*Rolfe, Tales from English History, pp. 45-73. 
*Warren, Stories from English History, pp. 206-228. 
*Tappan, In the Days of Queen Elizabeth. 
*Abbott, Queen Elizabeth. 
*Abbott, Mary Queen of Scots. 
*Scott, Kenilworth. 

Beesley, Queen Elizabeth. (Interesting but condensed.) 

Creighton, The Age of Elizabeth. 

Walker, Essentials in English History. 



Topic 10. Sir Francis Drake and the Sea Fighters of the 
Sixteenth Century 

*Haaren and Poland, Famous Men of Modern Times, pp. 96-110. 

*Guerber, Story of the English, pp. 244-252. 

*Warren, Stories from English History, pp. 229-241. 

*Rolfe, Tales from English History, p. 74 (Macaulay 's poem, "The 

Armada"). 
*Tappan, European Hero Stories, pp. 209-214. 
*Kelley, The Story of Sir Walter Raleigh. 



46 INTERMEDIATE GRADES 

*Towle, Raleigh : His Voyages and Adventures. 

*Johnson, The World's Discoverers, pp. 235-271. (An excellent 
account of Drake's famous voyage.) 

Frotliingham, Sea Fighters from Drake to Farragut, pp. 3-44. 

Froude, English Seamen in the Sixteenth Century. 

Corbett, Sir Francis Drake. 

Walker, Essentials in English History. 



Topic ii. The Struggle for Freedom by the Swiss 

*Haaren and Poland, Famous Men of the Middle Ages, pp. 226-233. 

*Niver, Great Names and Nations, Modern, pp. 158-162. 

*Knatchbull-Hugessen, Christmas in Switzerland. 

*Tappan, European Hero Stories, pp. 190-194. 

*Spyri, Heidi (a little Swiss girl's city and mountain life). 

* Campbell, The Story of Little Konrad, the Swiss Boy. 

Persons, Our Country in Poem and Prose, " Make Way for Liberty." 

Gordon, Patriotism in Prose and Verse, "Make Way for Liberty." 

Hug and Stead, The Story of Switzerlaitd. 

McCrackan, Rise of the Swiss Republic, 

Fisher, Outlines of Universal History. 



Topic 12. William the Silent and "Brave Little Holland" — 
The Story of the Struggle for Freedom by the Dutch 

*Tappan, European Hero Stories, pp. 204-209. 

* Youth's Companion Series, The Wide World, pp. 57-64. 

*Pomeroy, Christmas in Holland. 

*Dodge, Hans Brinker, or The Silver Skates. 

*Dodge, The Land of Pluck. (Stories and sketches of Holland.) 

*Griffis, Brave Little Holland. (A very interesting book; can be read 

by children of this grade, but is excellent material for teachers.) 
*GrifB.s, Young People's History of Holland. 

Putnam, William the Silent. 

Rogers, Holland. 

Fisher, Outlines of Universal History. 



INTERMEDIATE GRADES 47 

Topic 13. Struggle for Religious and Political Freedom in 
England — The Rise of the Puritans and Settlement of 
New England 

*Guerber, Story of the English, pp. 252-275. 

*Haaren and Poland, Famous Men of Modern Times, pp. 175-184. 

*Warren, Stories from English History, pp. 255-291. 

Firth, Oliver Cromwell and the Rule of the Puritans in England. 

Moore-Tiffany, Pilgrims and Puritans. 

Walker, Essentials in English History. 

McMaster, Brief History of the United States. 

Topic 14. The Age of Louis XIV, the "Grand Monarch" 
OF France 

Teachers should begin with Louis XIII and Richeheu and carry 
the story on to the end of the reign of Louis XV, as indicated by the 
stories cited below. 

*Dutton, Little Stories of France, pp. 11 5-132. 
*Pitman, Stories of Old France, pp. 245-284. 
*Haaren and Poland, Famous Men of Modern Times, pp. 155-164, 

185-195- 
*Ritchie, Romance of History (France), pp. 509-560. (A little diffi- 
cult, but may be read by children.) 
*Abbott, Louis XIV. 
Perkins, Richelieu. 
Hassall, Louis XIV. 

Topic 15. The French Revolution and Napoleon Bonaparte 

*Haaren and Poland, Famous Men of Modern Times, pp. 286-309. 

*Dutton, Little Stories of France, pp. 127-154. 

*Pitman, Stories of Old France, pp. 285-310. 

*Sellar, The Story of Nelson. (Read " Casablanca," " The boy stood on 

the burning deck," in connection with Nelson's victory of the Nile, 

Montgomery, Heroic Ballads, p. 148.) 
*Tappan, European Hero Stories ^ pp. 226-233. 
Morris, Napoleon. 



48 INTERMEDIATE GRADES 

Topic i6. The American Revolution 

Chronologically this topic, of course, antedates No. 15, but for the 
sake of continuity, and also in order to close the year with stories of 
our own country, the American Revolution is placed last. Only a 
brief sketch of the causes and progress of the war should be attempted, 
most of the stress being given to the stories of adventure and heroism. 
*McMaster, Primary History of the United States, pp. 1 10-142. 
*Eggleston, Stories of American Life and Adventure, pp. 104-110, 128- 

132, 141-145- 
*Burton, Story of Lafayette. 
*Fiske, The War of Independence. 
* Revolutionary Stories Retold from St. Nicholas. 
*Tomlinson, The War for Independence. 



CHAPTER IV 
AMERICAN HISTORY 

Methods in the Seventh and Eighth Grades 

In these grades some approved textbook in American 
history forms the basis of the work/ and pupils should not 
be required to purchase any others than the texts pre- 
scribed by the school authorities, the school library sup- 
pl}dng all needed supplementary material. History during 
these years is taught largely by a modified outHne or 
''topical" method. Lessons should be assigned, as a rule, 
from the outline by topics and not by pages or paragraphs 
of the textbook. The learner should be led to feel that 
there are usually several points of view from which almost 
every subject may be considered, and should be encour- 
aged to get into touch with as many of these viewpoints 
as possible. 

The outHne for these grades is constructed on the 
assumption, confirmed by years of experiment, that it is 
advisable, even in the grammar grades, for students to 
escape from the rigidity and narrowness of the best text- 
book to some extent, and be stimulated to develop powers 
of comparison, ehmination, selection and arrangement of 
historical material. Pupils are expected to keep notebooks 
in which to copy outhnes, place maps, pictures, sketches, 
etc., illustrative of the subject, and are encouraged to 
make brief abstracts of their readings and the lectures of 

^ In California the State text is McMaster's Brief History of California. 

BLISS, HIST.- 4 49 



50 AMERICAN HISTORY . 

the teacher. Here the first steps are taken in the research 
or Hbrary method of studying history. Teachers should 
make an effort to induce pupils to realize that no one 
textbook, whatever may be its general merits, is sufficient 
on all points. Even if such a book could be produced, it 
is well for children at this time to begin to develop the 
critical habit in reading history. In order to accomplish 
this purpose it is desirable that they have access to supple- 
mentary material. This should be suppHed by the school 
district. But if only a single text is available, still a 
modified, topical outline may be employed with much 
advantage. Not every paragraph in the best book is 
worthy of close study. There is always an opportunity for 
the exercise of judgment in the selection of relevant matter. 
Most texts nowadays are equipped with footnotes; appen- 
dices containing original documents, statistics, etc.; good 
indexes, tables of contents, paragraph headings, etc.^ 
All these furnish material and machinery for simple re- 
search and topic building. The demand for better-trained 
teachers is rapidly being suppHed, and the modern plan of 
departmental work is gradually enabling school authori- 
ties to place speciaHsts in charge of various subjects in the 
grammar grades. Such speciaHsts are worth whole Hbra- 
ries of books to the young students just entering upon 
their first struggle with history in a scientific way. Given 
a bright teacher with some acquaintance with the ''topical" 
method and considerable historical knowledge, and only one 
good textbook, and valuable results can be secured by the 
use of this plan. 

1 McMaster's Brief History, the California State textbook, is particu- 
larly rich in such equipment. 



AMERICAN HISTORY ^ 51 

Teachers must be cautioned, however, against over- 
doing the outline or topical plan. All such work must be 
of a very simple and elementary character. While the 
attention of pupils is directed to original documents for 
the purpose of vivifying the secondary matter found in 
the texts, nothing in the way of so-called "original re- 
search" should be attempted. Telescoping periods, vio- 
lent dislocation of the chronological order, much emphasis 
on "institutional" development, tend to confuse the young 
student and destroy his perspective. Teachers must never 
lose sight of the fact that one of the fundamental purposes 
of any textbook or course of study in American history at 
this stage should be to unfold a clear and unbroken view 
of the coordinated history of these United States from their 
origin to the present time. It must not be disjointed or 
incoherent. Whatever threatens this sense of complete- 
ness, of continuity, should be discarded. A judicious com- 
bination of the topical and chronological arrangement is, 
doubtless, the best plan. In taking up the subject at 
first, while the process of building up the perspective and 
developing the historical imagination is going on, emphasis 
should be laid on the sequence of events and periods, in 
short, on chronology. For purposes of review, summaries, 
special reports, etc., the topical method may be effectively 
employed. 

It may be well to call attention to what are often called 
the "cross-section" and the "longitudinal" modes of at- 
tacking history. These terms are really almost synony- 
mous with "chronological" and "topical," as used above. 
The former impHes the simultaneous study of all the hap- 
penings of any given year, month, or even day, without 



52 AMERICAN HISTORY 

special attention to their relations or significance. For 
example, in the study of a certain year of the Civil War, 
say 1862, all the mihtary and naval movements, foreign 
affairs, domestic, political developments, financial opera- 
tions, etc., would receive attention at the same time and 
perhaps in the same recitation. Such a process, of course, 
leaves a blurred, confused picture on the mental vision of 
the learner. On the other hand the "longitudinal" method 
carried to an extreme would take up separately the mih- 
tary campaigns, the naval campaigns, foreign affairs, 
financial matters, etc., through the whole category, and 
treat each as an independent topic with no attention to 
synchronism of occurrences. This tends to destroy the 
sense of proportion, does not reveal the interrelation of 
events, and weakens the perspective. The extreme of 
either plan, therefore, is injudicious. To attain and main- 
tain the happy medium between these extremes is one of 
the most difficult problems in the teaching of history in the 
grammar grades. In the outline submitted in this chapter 
an attempt is made to aid in the solution of this difficulty. 
Story- telling and simple lecturing by the teacher are often 
commendable. By these means the desultory and scat- 
tered readings of pupils may be coordinated, additional 
information given, and the work enlivened and made much 
more interesting by word pictures and vivid descriptions 
of picturesque and romantic occurrences and the presenta- 
tion of biographies of important personages. Occasionally 
reading aloud to the class may be permitted, but on the 
whole, pupils are expected to gain most of their informa- 
tion from printed material. The power to do this rapidly 
and accurately is an important end of history teaching. 



AMERICAN HISTORY 53 

In recitations the question method should prevail. 
Every teacher, not only in these grades but all along the 
Hne, is expected to develop the ability to conduct a lively, 
interesting, logical ''quiz" and class discussion. This re- 
quires thorough knowledge of the subject-matter, alert- 
ness, resourcefulness, self-possession, force. It is the most 
difficult part of the class instruction. Care should be 
taken to distinguish between the ''quiz" and the "topical 
recitation" or class discussion. The former should con- 
sist of direct, penetrating, clear-cut questions that can be 
answered in a few words. The "quiz" is the best method 
for conducting a general review, the "topical recitation" 
for reproducing and discussing the contents of the recent 
lessons. More subjects can be mentioned and more pupils 
can be reached through the quiz, more originality on the part 
of pupils displayed through the use of the topical method. 
The topical recitation is employed to discover with what 
logical coherence the learner has received the instruction 
and also to aid in developing his power to talk consecu- 
tively for a short time on a given subject in the presence 
of the class. 

The best recitation is that in which is used a judicious 
mixture of the "quiz" and the "topical method." Ques- 
tions of all sorts should usually be indirect rather than 
direct, calHng for opinions, judgments, impressions, in 
which knowledge will be revealed instead of bald facts 
depending on mere memory; questions that stir the curi- 
osity, incite the reasoning powers, and develop interest, 
instead of questions that seek for mere information. No 
mistake must be made on this point. No judgment can 
be passed and no rational discussion can take place with- 



54 AMERICAN HISTORY 

out an abundance of information as a foundation. The 
mistake likely to be committed by teachers is in substi- 
tuting mere information for knowledge. Even if the mem- 
ory of facts is sought for, the best way to develop it is to 
ask a question that will start the reasoning powers into 
action and if the fact is worth while it will be duly re- 
vealed; in addition the process is much more interesting 
to both teacher and pupil. 

Course of Study 

The formal study of American history occupies the 
larger part of these two years. The Seventh Grade is 
expected to carry this work through the Revolutionary 
War; the Eighth, from the beginning of the ^ Critical 
Period" to the present. Each grade should devote about 
a month at the close of the year to the investigation and 
discussion of topics pertaining to elementary citizenship. 

The lists of reference books given are not intended to be 
either inclusive or exclusive. Comparatively, only a few 
texts are mentioned that have proved particularly helpful. 
Care has been taken to emphasize only those that are inex- 
pensive and easily accessible to all teachers. Many more 
might be included, but such long lists are only puzzhng and 
burdensome. Almost any textbook issued by reputable 
pubHshers is worthy of a place in a grammar school his- 
torical library, hence but few mere elementary texts have 
been cited. Much more depends upon the knowledge, re- 
sourcefulness and temperament of the teacher than upon 
the quahty of supplementary books. Nevertheless, in view 
of the limited funds available in many districts and the 
difficulty many teachers experience in gaining access to 



AMERICAN HISTORY 55 

descriptive and classified price lists, a few suggestions are 
submitted in regard to the selection of small, libraries of 
American History suitable for use in connection with the 
following course of study .-^ 

COMPREHENSIVE WORKS 

[For a list of authors and books mentioned in these courses see Appendix.] 

The histories mentioned in the following list either deal in an in- 
tensive way with large sections of the history of the United States 
or aim to cover the whole period of the history of our country. It 
is not supposed that many school libraries will contain sets of these 
works. The list, with accompanying comment, is given for the 
benefit of teachers. 

Bancroft, George, History of the United States. 

Brings the history up to the close of the Revolution. Accurate as to 
facts. Based on original research. Nothing yet has supplanted this series 
on the colonial period. Style not readable by children. Point of view or 
"philosophy" subject to criticism. The author was carried away with the 
idea of universal democracy. The work is valuable to mature students. 

Wilson, History of the American People. 

Covers the whole field of American history. Written in a popular vein 
and well illustrated. Emphasizes the social side of history. Interesting 
but discursive. Of more use to the family than to the school. 

Schouler, History of the United States. 

Probably the best-balanced and most serviceable of the large works deal- 
ing with this important period. Distinctly narrative, closely packed with 
facts, but avoids excessive incident and detail. A work for the mature 
student. Referred to frequently in the outline. Style ungainly. Period 
from 1783 to 1865. 

^ The accompanying outline is based primarily on McMaster's Brief 
History of the United States, which in California succeeds McMaster's School 
History as a State textbook. The outline is not only arranged so that the 
two books can be used conveniently in the same class, but it can be used 
to advantage in connection with any ordinary textbooks. 



56 AMERICAN HISTORY 

McMaster, History oj the People oj the United States. 

Based largely on newspapers, letters, memoirs, and other "contemporary 
documents. Full of interesting detail. No particular system or method 
observed in classifying contents, therefore rather difficult to assimilate. 
Excellent material for special reports. 

Rhodes, History of the United States from the Compromise of 1850 to 
1877. 

The best comprehensive history of the period covered. Fair and im- 
partial. Lays stress on the Civil War and Reconstruction. Style clear, 
unadorned, readable. 

Elson, History of the United States. 

Rather on the popular order, but generally reliable and useful for mature 
students. 

Hart, Editor, American Nation. 

Each volume written by a specialist, but the whole well woven together 
so as not to break the continuity. Promises to become the standard, ad- 
vanced American History. The volumes, of course, vary in style, but are 
mostly clear and readable. 

Channing, History of the United States. 

In course of publication, to be completed in 8 volumes. Seems likely to 
prove a very valuable work. 

A SMALL WORKING LIBRARY 

The following books constitute a small library through the use of 
which, in addition to a regular text in the hands of the pupils, this 
outline in American history may be carried out quite satisfactorily in 
small classes. They are not selected as necessarily the best of their 
kind, but because they have been thoroughly tested. The whole list 
probably could be duplicated several times by equally satisfactory 
books. 

McMaster, Brief History of the United States. 
McMaster, School History of the United States. 
Barnes, School History of the United States. 
Eggleston, New Century History of the United States. 
Scudder, New History of the United States. 
Burgess, The Middle Period. 



AMERICAN HISTORY 57 

Channing, Students^ History of the United States. 

Dewey, Financial History of the United States. 

Dodge, A Bird's-Eye View of Our Civil War. 

Dunn, The Community and the Citizen. 

Eggleston, History of the United States and Its People. 

Fiske, The War of Independence. 

Fisher, The Colonial Era. 

Frothingham, Sea Fighters from Drake to Farragut. 

GrifiSs, The Puritans in Their Three Homes. 

Hart, Source Book. 

Hart, Essentials in American History. 

Hinsdale, American Government. 

Johnson, The World's Discoverers. 

Johnson, Pioneer Spaniards in North America. 

Johnson, French Pathfinders in North America. 

Parkman, The Struggle for a Continent. 

Preston, Documents. 

Sloan, The French War and the Revolution. 

Sparks, Expansion of the American People. 

Sparks, The Men Who Made the Nation. 

Starr, The American Indians. 

Taussig, Tariff History of tJie United States. 

Thwaites, The Colonies. 

Walker, The Making of a Nation. 

Wilson, Division and Reunion. 

Winterburn, The Spanish in the Southwest. 

Wright, Industrial Evolution. 

OUTLINE FOR SEVENTH GRADE 

At the very opening of the course pupils should be encouraged to 
begin the collection of pictures, post cards, clippings, etc., illustra- 
tive of the subject. These should be kept loose in large manila en- 
velopes or in portfoHos, not pasted in scrapbooks. 

Emphasis must be laid on the importance of teaching history in 
connection with geography. No real success can be attained with- 
out constantly associating these closely related subjects. 



58 AMERICAN HISTORY- 

Teachers must be cautioned against going into the details of every 
topic. One of the main purposes of the course is to build up a per- 
spective of American history in the minds of pupils. This can be 
accompHshed most effectively by taking a brief and rather super- 
ficial survey of the whole course of the history of the country in 
chronological order, yet pausing frequently to make a minute 
study of certain typical events, personages, institutions and move- 
ments. These "type studies" will be indicated in the outline. 
In fact, the most important aim of an outline is to preserve the 
continuity and coordination of the subject, while at the same time 
furnishing all necessary suggestions for the study of these special 
topics. It would be of great advantage to the pupils and lessen the 
work of the teacher very materially if each member of the class pos- 
sessed a copy of the outline. 

Topic I. Social and Political Conditions in Europe at the 
Close of the Fifteenth Century 

A. EUROPE JUST awakening FROM MEDIEVALISM. 

1. Disappearance of FeudaHsm, development of the "Middle 

Classes." 

2. The Renaissance, with special reference to its effects in banish- 

ing superstitions, awakening curiosity, making men more 
self-reliant, etc. 

B. POLITICAL CONDITIONS. 

1. Germany and Italy composed of small feudal states — no cen- 

tralized, national government. 

2. England, France, and Spain, rival nations, with strong national 

governments in each. 

a. Beginning of the absolutism of the Tudors under Henry 

VII. 

b. France consohdated and unified under Louis XL 

c. Ferdinand and Isabella in Spain; the conquest of the 

Moors and unification of the kingdom. 

3. Importance of Portugal at this time, particularly from a geo- 

graphical point of view. 



AMERICAN HISTORY 59 

C. COMMERCIAL CONDITIONS. 

1. The commercial cities of Germany — the Hansa towns and extent 

of their trade. 

2. The commercial cities of Italy, especially Genoa and Venice. 

3. Trade with the Orient — China, India, etc. 

a. Commodities exchanged. 

b. Various routes of travel; how these routes were gradually 

closed up by the Turks. 

4. Geographical knowledge of the time. 

a. Queer ideas of the size of the earth and distribution of 

land and water. 

b. Superstitions in regard to dangers of navigation. 

c. Some great travelers, — Marco Polo, Sir John Mandeville 

(?) and others. 

d. Explorations carried on by Henry the Navigator and his 

successors; voyages of Diaz and Vasco da Gama. 

e. Ships and methods of navigating them; some important 

inventions. 

D. TOPICS FOR CLASS DISCUSSION. 

1. Do you think a country like England or one like Italy would 

send out more expeditions for discovery? 

2. Which of all the countries studied do you think had the most 

knowledge of actual navigation? 

3. If the routes of trade had not been closed up by the Turks, do 

you suppose America v/ould have been discovered about that 
time anyway? 

4. What was the most important body of water, from a commercial 

point of view, before 1492? After 1492? 

5. What invention do you consider the most important in leading 

up to the discovery of America? 

References: 

It will probably fall to the lot of the teacher to present orally much 
information on above topics. Pupils of this grade, however, if they 
have been properly trained, can read intelligently certain portions 



6o AMERICAN HISTORY 

of advanced books, such as high school texts. They should be en- 
couraged to do so. A few of the references to advanced works given 
below are, for this reason, included in the pupils' list. 

Pupils^ List: 

McMaster, Brief History of the United States, pp. 9-1 1. 

Eggleston, New Century History of the United States, pp. 9-1 1. 

Towle, Marco Polo: His Travels and Adventures. 

Bolton, Famous Voyagers (Marco Polo). 

Old South Leaflets, General Series, No. 32 (Marco Polo's Travels). 

Hart, Essefitials in American History, pp. 13-16. 

Harding, Essentials in Medieval and Modern History, Chap. XV. 

Robinson, History of Western Europe, Chaps. XXII and XXIII. 

Myers, Medieval and Modern History. 

Additional List for Teachers: 

["Thatcher and Schevill, General History of Europe, pp. 

Topics I ^77-296. 

^ ^ J ^ -! Schevill, History of Modern Europe, pp. 1-43. 

Lodge, Close of the Middle Ages. (See contents. Quite 
elaborate and scientific.) 
Gibbons, History of Commerce in Etirope, pp. 44-82. 
Fiske, The Discovery of America, Vol. I, Chap, III. 
Winsor, Narrative and Critical History of America, Vol. I. 
Beazley, Prince Henry the Navigator. 

Topic II. Explorations in the New World 

To the teacher: — Only typical explorers and their work should be 
studied in detail. These will be indicated as the work progresses. 
It is much more valuable to study the life and achievements of 
Columbus, Magellan, Drake and Hudson, for example, than to spend 
time in learning scrappy, unrelated facts about many insignificant 
adventurers. In many instances the teacher should furnish to the 
pupils a more elaborate outline, such as is given below of Columbus's 
first voyage. 

Some of the results of the investigations of the pupils may be pre- 



AandB 



AMERICAN HISTORY , 6 1 

sented in the form of special reports to the class. Such reports should 
be considered as a part of the regular instruction and the whole class 
should be quizzed on their contents. 

It must be reiterated that no successful teaching of history can be 
accomplished without the constant use of maps. It is obvious that 
this is particularly true in the study of explorations. 

A. SOME EVIDENCES THAT PEOPLE FROM ASIA AND NORTHERN EUROPE 

HAD VISITED AMERICA BEFORE COLUMBUS. 

1. It seems probable that Orientals, that is, the people of eastern 

Asia, had colonized the western coast of the Americas. 

2. The "Northmen," or inhabitants of northern Europe, no doubt 

had explored the northeastern part of the continent. 

a. What proofs have we of these statements? 

b. Was the latter a real discovery of America? What use 

was it to the rest of Europe? 

B. COLUMBUS AND HIS WORK. 

1. His early life and preparation for his great achievement, 

2. How he came to leave Italy and settle in Portugal. What does 

this show in regard to trade routes to the Indies? 

3. How he was influenced in various ways to undertake his great 

voyage. 

a. His study of everything bearing on travel, particularly 

Marco Polo's book. 

b. His collection of maps, charts, globes, etc. Toscanelli's 

map and Behaim's globe. 

c. His great purposes and ideals. 

4. His search for aid in his enterprise. Why did he think Portugal, 

Spain, or England would be more likely to help him than Italy? 

5. His voyages. 

a. His first voyage in detail, with special attention to — 

(i) The preparations, help given him by the Pinzon 
brothers. 

(2) Incidents of the trip across the Atlantic. 

(3) The discovery of land. 

(4) Description of the country and its inhabitants. 



62 AMERICAN HISTORY 

(5) Islands he discovered and the planting of the 

first European colony in the New World. 

(6) His voyage back to Spain. 

(7) The reception given to him by Ferdinand and 

Isabella. 

(8) What Columbus actually had discovered and 

what he thought he had discovered. 
(Read Joaquin Miller's "Columbus.") 
b. Sketch of Columbus's other voyages, laying stress on the 
significance of the discoveries made. 

6. Columbus's misfortunes and some of the reasons therefor. 

7. Claims that Spain based on his discoveries. 

Special References: 

Fiske, Discovery of America, Vol. I. 
Johnson, The World's Discoverers. 

C. OTHER SPANISH AND SOME PORTUGUESE EXPEDITIONS. 

1. Vasco da Gama's voyage to India by way of the Cape of Good 

Hope, 1497. How does it compare in importance with Colum- 
bus's first voyage? 

2. What was the "line of demarcation"? How did it affect — 

a. Brazil? 

b. The Philippine Islands? 

3. Cabral's accidental discovery of the coast of Brazil, 1500, and its 

results. 

4. Americus Vespucius. 

a. First explored the coast of South America for Spain, 1499. 

b. Sent by Portugal to explore Brazil in 1501. 

c. Why America was named for Vespucius. 

5. Europeans thought that the newly discovered lands were a part 

of the eastern coast of Asia or adjoining islands; how it was 
proved that this was a mistake: 

a, Balboa, the first European to cross the continent and 

find an ocean on the west of America, 15 13. 

b. The Magellan expedition proves that the earth is spheri- 



AMERICAN HISTORY 63 

cal and that America is divided from Asia by a vast 
ocean. A special study by all the class, 
(i) Magellan's nationality and early life. 

(2) Why he was employed by Spain instead of 

Portugal. 

(3) Preparation for his voyage; his fleet and its 

equipment. 

(4) First part of his voyage from Spain to Port 

Julian; discoveries along the coast of South 
America; trouble with his men. 

(5) The discovery of the Straits; the passage through 

them and loss of ships. 

(6) Third part of the voyage from the Straits to the 

Philippine Islands. 

(7) Occurrences on the islands; death of Magellan. 

(8) Fourth part of the expedition from the Philip- 

pines to Spain around the Cape of Good 
Hope under Cano. 
(g) Significance of this expedition. 
Special References: 

Johnson, The World's Discoverers, pp. 1 19-176. (The best account 

for children.) 
Fiske, Discovery of America, Vol. II. 
Butterv/orth, The Story of Magellan. 
6. A typical Spanish "conquistador"; — Cortes and the conquest 
of Mexico, 1519-1521. A special study by the class. 

a. The "Spanish cavaher" of the sixteenth century, a talk 

by the teacher. 
h, Cortes's preparations and landing at Vera Cruz. 

c. His wonderful triumphal march from Vera Cruz to the 

city of Mexico. What kind of country did he pass 
through? 

d. How he allied himself with the enemies of Montezuma. 

e. How Cortes conquered Montezuma by stratagem. 

/. A description of the Aztec city of Mexico. (See Fiske's 
Discovery.) 



64 AMERICAN HISTORY 

g. Cortes leaves Mexico and makes a trip to Vera Cruz. 
What happened there? Note the name of the im- 
portant leader whom he met at Vera Cruz. 

h. What happened in Mexico while he was gone? 

i. The "sorrowful night"; how the Spaniards fought their 
way out of the city. 

j. The siege and recapture of Mexico by the Spaniards. 

k. Cortes's conquest and organization of the Mexican em- 
pire. 

/. Some facts concerning the civilization of the Aztecs. 

Special References: 

Fiske, Discovery of America, Vol. II. 
Johnson, Pioneer Spaniards in North America. 
Prescott, The Conquest of Mexico. 
McNutt, Fernando Cortes. 

7. The Spanish in the South and West; explorations in Florida, 
Texas, New Mexico, and California. 
a. Ponce de Leon, the pioneer Spaniard in Florida, 15 13. 
h. Narvaez's expedition of 1528. 
c. The Spanish in the Southwest. 

(i) The wonderful journey of Cabeza de Vaca and 
his companions from Texas to the Gulf of 
California, 1536-1542; effect of the publica- 
tion of his story. 

(2) Father Marcos and Estevanico discover the 

"Seven Cities of Cibola" or the pueblo vil- 
lages of the Zuhi Indians in New Mexico. 

(3) Efforts of Cortes to discover the fabled island of 

California, 1528-41. 

(4) Coronado's great expedition from Mexico to the 

Zuni country, thence to Kansas. Trace his 
journey on the map. Compare this with 
De Soto's trip. Show how they might have 
crossed each other's trail. Study something 
of the civiHzation of the Pueblo Indians. 



AMERICAN HISTORY 65 

(5) Alarcon's exploration of the Gulf of California 

and discovery of the Colorado River. 

(6) Cabrillo, the first Spaniard to sail up the 

western coast of North America, discovers 
the Bay of San Diego and Upper Cahfornia, 
1542. 

(7) Viscaino explores coast of Cahfornia, 1602. 

(8) What was the importance of these explorations 

to Spain at that time? To the United States 
later? 

Special References for Pupils: 

Winterburn, The Spanish in the Southwest. 
Bandini, History of California, pp. 48-57, 67-73. 
Johnson, Pioneer Spaniards in North America, pp. 193-253. 
Lummis, Spanish Pioneers, pp. 78-116. 
8. De Soto and the Discovery of the Mississippi River, 1539-42, 

D. THE SEARCH FOR A PASSAGE THROUGH OR AROUND NORTH 
AMERICA TO " CATHAY," OR THE EASTERN COAST OF ASIA. 

1. Recall Columbus's error in supposing Asia to be only about 

three or four thousand miles west from Europe. Who first 
demonstrated the real distance? Why were not the Straits 
utilized as a passageway to Asia? 

2. How John Cabot gave England a claim to North America in 

1497. 

3. Verrazano, an Italian, searched for a passage to Cathay and 

founded France's claim to the New World in 1524. 

4. How Cartier laid the foundations for the great French empire in 

America, 1534-35. A special study. 

a. Cartier's early life. 

b. His first voyage; discovery of the Gulf of St. Lawrence. 

c. Second voyage; exploration of the great river leading, as 

he thought, to China. 

d. Third voyage; efforts to found a colony. 

BLISS, HIST.-5 



66 AMERICAN HISTORY 

Special References for Pupils: 

Johnson, French Pathfinders in North America, pp. 45-64. 
Parkman (edited by Edgar), The Struggle for a Continent, pp. 69-82. 

5. Some English expeditions in search of a northwest passage to 

the Indies. 

a. Frobisher, 1576-77. 

b. Sir Humphrey Gilbert, 1578. 

c. John Davis, 1585. 

d. Gosnold, 1602. 

e. Weymouth, 1605. 

Note the region explored by all these and also that most of the 
discoveries in this part of North America were merely incidental to 
the persistent search for a water route to Asia. 

6. Hudson's search for a northeast or northwest route to Asia, 

1607-1610. A special study. 

a. Notice that Hudson was an Englishman, not a Dutchman, 
but was at one time in the employ of Holland. What 
objection to spelhng his first name "Hendrik"? 

h. His voyage to Nova Zembla, etc., in search of a northeast 
passage. Trace this voyage on a map. 

c. Hudson's exploration of the Hudson River in behalf of 

the Dutch, 1609. 

d. The last voyage again in the employ of the English; dis- 

covery of Hudson Bay, 16 10. 

e. Importance of his work, especially that of giving the 

Dutch a foothold in the central part of North 
America. 

Special References: 
Johnson, The World's Discoverers, pp. 321-345. 
Fiske, The Dutch and Quaker Colonies, Vol. I, pp. 82-95. 
Bacon, Henry Hudson. 

E. SIR FRANCIS DRAKE AND THE SEA-FIGHTERS OF HIS TIME. A 
• SPECIAL STUDY. 

I. The sea-fighters of the time of Elizabeth. (Read Chap. XXIII 
of Johnson's The World's Discoverers.) 



AMERICAN HISTORY 67 

2. Drake's early life and preparations for his great exploits. 

3. Description of his fleet and its equipment. 

4. First section of his voyage from Plymouth to Port Julian in the 

footsteps of Magellan; scenes and incidents. 

5. Passage of the Straits; Cape Horn rounded; loss of vessels. 

6. The merry, piratical voyage up the coast of South America. 

Were England and Spain at war at this time? Why should 
Drake plunder Spanish ships? 

7. Landing on the shores of California; founding of England's claim 

to the Northwest. (See the "Oregon Question," 1846.) 

8. Drake's search for the "Straits of Anian," the supposed passage 

around North America. What straits probably correspond 
to the mythical "Straits of Anian"? 

9. The great voyage from California westward around the Cape of 

Good Hope, home again to Plymouth. Note that Drake did 
not enter the Bay of San Francisco, but repaired the Dragon 
in a httle bay north of San Francisco, known as Drake's Bay. 

10. Drake's part in the destruction of the Spanish Armada. 

11. The significance of his voyage. How does it compare with 

Magellan's? Which was the greater hero? Why? 

Special References: 

Johnson, The World's Discoverers, pp. 235-271. (One of the best 

accounts for young people in print.) 
Frothingham, Sea-Fighters from Drake to Farragut, pp. 3-44. 
Froude, English Seamen in the Sixteenth Century. 
Raleigh, English Voyages of the Sixteenth Century. 
Corbett, Sir Francis Drake. 
(The last three are a little heavy for children.) 

F. TOPICS FOR DISCUSSION. 

1. Which nation appears now to have the best opportunity of plant- 

ing successful colonies? 

2. What was Columbus's strongest quahty? (Read Joaquin Miller's 

poem ''Columbus.") Why did Columbus not succeed as a 
colonizer? 



68 AMERICAN HISTORY 

3. Which was the greatest of all the expeditions studied? Why do 

you think so? 

4. What is your personal opinion of Cortes and his exploits? How 

can you excuse his apparent cruelty and tyranny? 

5. How can you excuse the piratical actions of such men as Hawkins, 

Drake, etc.? 

6. Why should such determined efforts have been made to discover 

a northeast or a northwest passage to the East? What 
nations made these efforts? What did the "hne of demarca- 
tion" have to do with it? 

7. Name the explorers whose exploits were of the most importance 

to their respective countries, omitting Columbus, and give 
reasons for your answer. 

8. Note how long a time had elapsed since the discovery of America 

and yet no permanent settlement had been made by any nation 
except the Spanish. 

References for Period of Exploration. 

It is, of course, not expected that all the books referred to below 
will be available to any given school, nor, indeed, is it at all necessary 
that they should be. For suggestions as to limited libraries, see p. 56. 

Pupils^ List: 

McMaster, Brief History, Chaps. I, II and pp. 34, 35, 38. 

McMaster, School History, pp. 9-23. 

Eggleston, New Century History, Chaps. I-V. 

Scudder, New History, pp. 1-18, 26-28, 34-35- 

Winterburn, The Spanish in the Southwest, pp. 43-96. 

Bandini, History of California. 

Eggleston, History of the United States, Chaps. I-III. 

Johnson, The World's Discoverers. 

Johnson, French Pathfinders in North America. 

Johnson, Pioneer Spaniards in North America. 

Fiske, Discovery of America. (A little elaborate for children, but 

quite readable.) 
Frothingham, Sea-Fighters from Drake to Farragut. 
Froude, English Seamen in the Sixteenth Century. 



AMERICAN HISTORY 69 

Lummis, Spanish Pioneers. 

Parkman (edited by Edgar), The Struggle for a Continent. (This 

is a compilation of selections from Parkman's various works and 

is exceedingly useful for this period.) 
Butterworth, The Story of Magellan. 
Prescott, The Conquest of Mexico. 
McNutt, Fernando Cortes. 
Bacon, Henry Hudson. 
Irving, Columbus. 

Teachers^ List: 
For comments on general histories see p. 55. 
Hart, Essentials in American History. 
Biart, The Aztecs: Their History, Manners and Customs. 
Parkman, Pioneers of France in the New World. 
Adams, Christopher Columbus. 

Sources: 

Caldwell and Persinger, A Source History of the United States. 

Old South Leaflets, First Series, Nos. 17, 20, 29, 31, ;^^, 34, $6, 37, 
39, 46, 69, 71, 90, 92, 94. 

Hart, Source Book. 

Hart, History by Contemporaries. 

Hart and Channing, American History Leaflets, Nos. i, 3, 13. 

Higginson, Young Folks' Book of American Explorers. (Contains 
extracts from original accounts of expeditions. Very interesting to 
children.) 

Topic III. Colonization or the New World 

In opening up this topic the teacher should call the attention of 
the pupils to the fact that at the beginning of the seventeenth cen- 
tury, a hundred years after the discovery of America, just as the 
French and English were beginning to found permanent settlements, 
the Spanish had already colonized the West Indies, Mexico, Peru, 
and other portions of South America, Central America, Florida and 
New Mexico. Emphasize this notion by a map study of the regions 
occupied by the Spanish in 1600 compared with the vast unsettled 
territory to the north. 



70 AMERICAN HISTORY 

Notice, also, that the French had explored the interior of the far 
north, soon to be known as Canada; the Dutch, the Hudson valley; 
but that the English, as yet, had explored only along the coast 
from Florida to Hudson Bay. 

A. ATTEMPTS AND FAILURES OF THE FRENCH. 

1. Review Cartier's attempts to found a French settlement in the 

St. Lawrence valley. 

2. Admiral Coligny and his great plan to aid the Huguenots. 

Who were the Huguenots and why should they seek homes 
in the wilderness? 

3. The French failures in South CaroHna. 

4. The story of the conflict between the French and Spanish in 

Florida, resulting in the founding of St. Augustine by the 
Spaniards, 1565. 

B. ATTEMPTS AND FAILURES OF THE ENGLISH. 

1. Why England was so late in beginning colonization. 

2. Attempts of Sir Humphrey Gilbert in the far north. 

3. The Enghsh on Roanoke Island — Raleigh's expeditions. 

a. Who was Sir Walter Raleigh? 

b. The first exploring expedition sent out by Raleigh, com- 

manded by Barlow and Amidas; effect of their report. 

c. Raleigh's first colony under Ralph Lane. 

d. The "Lost Colony" under John White. (Note the 

difference between what was then called "Virginia" 
and what is now known as the State of Virginia.) 

4. The Popham colony in Maine on the Kennebec (Brief History, 

P- 39). 

C. FIRST PERMANENT ENGLISH COLONY IN AMERICA. 

I. The organization of the great Virginia Company in England 
for the purpose of colonizing America. 

a. Division of the company into two sections, namely, the 

London Company and the Plymouth Company. 

b. The charters given to these companies, particularly 

those of 1606 and 1609. Notice what rights and 



AMERICAN HISTORY 7 1 

privileges were given to the colonists. Also the 
boundary lines of the charter of 1609. Show how the 
"from sea to sea, west and northwest" provision 
might give trouble later on. See Preston's Docu- 
ments for the charters. 

2. The location chosen at Jamestown. Hunt up Jamestown on the 

map. Is there any town there now? Why did the colonists 
choose that location? 

3. Kind of people who composed the colony. 

4. Suffering during the first winter. 

5. John Smith, his former life and efforts for the welfare of the 

colony. Special report from some pupil. 

6. Relations with the Indians. 

a. Powhatan and his tribe; the crowning of Powhatan. 

h. The story of Pocahontas and John Smith. If this story 
is not true, is it reasonable? Smith told it himself, 
not in his first account of Virginia but in a later 
pamphlet. 

c. How Pocahontas saved the colony; her marriage with 

John Rolfe and her death in England. 

d. The Indian massacre of 1622. 

7. The coming of Lord Delaware and reestablishment of the 

colony. 

8. The colony begins to prosper. 

a. The severe but successful administration of Sir Thomas 

Dale. 

b. How tobacco made the colony prosperous. 

c. The first representative assembly, 1619. 

d. Introduction of negro slavery. 

e. Indentured white servants. 
/. The cargo of maidens. 

g. Conditions in the colony in 1624. {Brief History, pp. 
47-48.) 

9. Contest between the aristocracy and the common people. 

a. The charter taken away in 1624; reasons therefor. 
h. Sir William Berkeley as a specimen of the aristocratic 
royal governor. 



72 AMERICAN HISTORY 

c. Civil war in England and the coming of the " Cavaliers" 

to Virginia. What caused this civil war in England? 
Show that it was a contest between the Aristocrats and 
the Commoners. To which class did the Cavaliers 
belong? 

d. Quarrels between Berkeley and the colonists. 

e. Trouble with the Indians. 

/. Bacon's Rebellion and its consequences. Exactly how 
many years did it occur before the Declaration of 
Independence? 

Special References: 

McMaster, Brief History of the United States, pp. 34-49. 

McMaster, School History of the United States, pp. 29-34. 

Eggleston, New Century History of the United States, pp. 38-53. 

Scudder, New History of the United States, pp. 45-48. 

Otis, Richard of Ja?nestown. 

Cooke, Stories of the Old Dominion. 

Drake, The Making of Virginia, pp. 1-65. 

Cooke, Virginia, pp. 1-3 10. 

Jenks, When America was New, Chap. I. 

Eggleston, History of the United States, Chaps. IV- VI. 

Hart and Channing, American History Leaflets, No. 27 

D. MARYLAND THE FIRST PROPRIETARY COLONY. 

1. Condition of Catholics in England under James I (a talk to be 

given by the teacher) . 

2. George Calvert and his purpose in obtaining the charter. 

3. Some of the provisions of the charter; how it differed from that 

of Virginia. What is meant by a "Proprietary" colony? 

4. Show that Maryland was a part of the old Virginia grant and 

that trouble would likely occur between settlers. 

5. Early history of the colony. 

a. The first settlers. 

h. Beginnings of self-government. How did it begin? In 

the same say as in Virginia? 
c. Trouble with Claiborne. (See 4 above.) 



AMERICAN HISTORY 73 

d. The "Toleration Act" of 1649. 

e. Quarrels between Protestants and Catholics. 
/. Growth and prosperity of the colony. 

E. COLONIZATION OF NEW ENGLAND. 

1. Brief study of the Puritan movement in England. Note care- 

fully the distinction between " Puritan " and " Pilgrim." 

2. The founding of Plymouth Colony. (A special study.) 

a. The form^ation of the "Separatist" church at Scrooby, 
England; some of the leading members. 

h. The "Pilgrims" go to Holland; why they were not con- 
tented there. 

c. The voyage of the Mayflower. 

d. Landing of the Pilgrims; organization of government. 

(Read or sing Mrs. Hemans' poem, "The Landing of 
the Pilgrims." Read the Mayflower Compact. See 
Preston's Dociiments.) Why did they select such a 
"stern and rock-bound coast" for a settlement? Do 
you think, in the long run, it was an injury or a 
benefit to the race? 

e. The first winter; "Burial Hill" and its significance. 
/. Relations with the Indians. 

g. How the colonists secured a grant of land, but failed to 
secure a charter. Why wouldn't James I grant them 
a charter? 

h. Miles Standish and the assistance he rendered the colo- 
nists. (Read Longfellow's " Miles Standish" and Aus- 
tin's Standish of Stamilsh, a story for young people.) 

i. Development of representative government. Compare 
it with Virginia and Maryland. What difference do 
you find? 

j. Social and industrial life at Plymouth. (Read Otis's 
Mary of PlymoiUh.) 

Special References for Pupils: 

Eggleston, History of the United States, Chap. VII. 
Fiske, The Beginners of New England, pp. 64-92. 



74 AMERICAN HISTORY 

Moore-Tiffany, Pilgrims and Puritans. 

Austin JlStandish of Standish. (Novel for young people.) 

AMstm,^Betty\Alden. (Novel for young people.) 

hMsim^'' David Alden^s Daughter. (Novel for young people.) 

Jenks, When America was New, Chap. II. 

For Teachers: 

Eggleston, The Beginners of a Nation, pp. 98-187. 
Griffis, The Pilgrims in their Homes, England, Holland, and Amer- 
ica. (A very interesting and complete account.) 
3. The Massachusetts Bay Colony. 

a. Organization of the "Company of Massachusetts Bay" 

by John White. 
h. Coming of the first settlers to Salem, 1628. 

c. The great Puritan migration from England and what 

caused it. (See quarrel between Charles I and Par- 
liament.) 

d. How the charter and company were both transferred to 

New England. What difference would that make in 
the relations between the colony and the mother 
country? 

e. The growth of the colony; settlements at Boston, 

Charlestown, Roxbury, Dorchester, etc. Look up all 
these places and note their geographical situation with 
regard to Boston. Was each of these a colony or 
merely a town belonging to the "Massachusetts Bay 
Colony"? How about Plymouth? Get this quite 
clear in your minds. 
/. Development of representative government. (Read 
something about "town meetings" in Hinsdale's 
American Government, pp. 36-43.) 
g. Intolerance of the Puritans in Massachusetts. 

(i) Why'l^the colonists wished to preserve unity and 
harmony. 

(2)!' Persecution of Quakers. 

(3) Persecution of witches. 

X4) Episcopalians driven away. Who were Epis- 



AMERICAN HISTORY 75 

copalians? Why should the Puritans be 
hostile to them at this particular time? 
(5) Persecution of Roger Williams and Anne 
Hutchinson. 
h. Massachusetts secures possession of Maine and New 
Hampshire. 

4. Founding of Rhode Island, 1636; work of Roger Williams for 

toleration in America. 

5. Founding of Hartford, 1636, and New Haven, 1638. 

a. Thomas Hooker leads a congregation into the Con- 
necticut valley. 
h. Why he and his followers left Massachusetts. 

c. The first written constitution, known as the "Funda- 

mental Orders" of Connecticut; some of their pro- 
visions. (See Preston's Documents.) 

d. Union of various settlements into the colony of Con- 

necticut. 

6. The "United Colonies of New England," 1643; the first step 

towards a final union of all the English colonies in America. 

F. THE MIDDLE COLONIES. 

I. The Dutch in New Netherlands. 

a. Dutch claims to the Hudson valley and harbor of New 

York. 

b. Explorations of May and Block. 

c. The fur trade and the organization of the Dutch West 

India Company, 182 1; powers and privileges of the 
company. 

d. Settlements at Fort Orange (Albany) and Nassau, 1623. 

e. The "Patroon" system and its effects. What institu- 

tion of the Middle Ages did it resemble? 

/. The struggle with the Swedes for the control of the 
Delaware valley. What was the purpose of the Swedes 
in planting colonies in America? (See Haaren and 
Poland, Famous Men of Modern Times, p. 146, Gus- 
tavus Adolphus.) 

g. Character of the Dutch rule. What is an oligarchy? 



76 AMERICAN HISTORY 

Show that the Dutch government was really an oli- 
garchy. 

h. Was it any wonder the inhabitants wanted more share 
in the government? What other settlers had come 
into New Netherlands besides Dutch? What kind 
of government were they accustomed to? 

i. New Netherlands seized by the English. 

j. Changes under the -English rule; the territory including 
New Jersey given to the Duke of York, brother of 
the king. 

2. Colonization of New Jersey as a refuge for Quakers; William 

Penn's part in founding this colony. 

3. William Penn and the settlement of Pennsylvania, a proprie- 

tary colony. (A special study.) 

a. Brief history of the Quakers in England. 
h. Early life of William Penn. 

c. Joins the Quakers; quarrels with his father. 

d. His friendship with Charles II and James II. 

e. How Penn secured the territory of Pennsylvania. 

/. The charter given to Penn compared with the Mary- 
land charter, 
g. Founding of the colony of Pennsylvania, 1680, 
(i) Penn's plans and purposes. 

(2) How immigrants were secured. 

(3) Founding of the city of Philadelphia. 

(4) Penn's arrival; his famous treaty with the Indi- 

ans. (Read Butterworth's The Wampum 
Belt.) 

(5) Penn's "Frame of Government" and "Charter 

of Privileges"; how the colony was governed. 
h. Character of the settlers. 
i. Growth and prosperity of the colony. 

Special References for Pupils: 

Otis, Stephen of Philadelphia. (A short story written for young 

children.) 
Walton and Brumbaugh, Stories of Pennsylvania, 



AMERICAN HISTORY 77 

Rhoades, The Story of Philadelphia. 
Hodges, William Penn. 

For Teachers: 

Williams, Pennsylvania. 

Kuhns, The German and Swiss Settlements of Colonial Pennsylvania. 

Bsincvoh, History of the United States, Vol. I. (Contains anexcel- 

lent account of "The People called Quakers in England.") 
Fiske, Dutch and Quaker Colonies in America. 
Buell, William Penn. 
Fisher, The True William Penn. 

G. THE TAR SOUTHERN COLONIES. 

1. The Carolinas. Why were they so named? 

a. The Albemarle Colony, 1663, and its inhabitants. 
h. The Carteret Colony, 1670, peopled by emigrants from 
England. 

c. The "Grand Model" form of government and why it 

would not work. 

d. Industrial conditions in North and South Carolina. 

2. The Georgia experiment of 1732. 

a. What is meant by prisoners for debt? (Read Whit- 
tier's "The Prisoner for Debt.") 
h. General Oglethorpe and his object in founding the colony. 

c. Reasons for choice of location. 

d. Character of the inhabitants. 

e. Why the colony did not prosper at first. 

H. SPANISH COLONIZATION OF CALIFORNIA. 

This is a good topic for special research, particularly for pupils on 
the Pacific coast. 

I. Establishment of the Missions in Upper California. 

a. Purposes of the Spanish in estabhshing the Missions, 
(i) Commercial, trade with the Philippines. 

(2) Political, to forestall other nations. 

(3) Religious, conversion of the Indians. 

h. Sketch of Father Junipero Sena, the founder and first 
Presidente of the Missions. 



78 AMERICAN HISTORY 

c. Establishment of the first Mission at San Diego, July i6, 

1769, and the second at El Carmelo (Monterey), 

1770, and bird's-eye view of the location and estab- 
lishment of the rest of the twenty-one Missions. 
The "ElCaminoReal." 

d. Sketch of the daily life at the Missions. 

e. Relations between the Padres and the Indians. 

/. ttThe Missions at the time of their greatest prosperity; 
number of neophytes; wealth in cattle, agricultural 
products, etc. What is a "neophyte"? An "aco- 
lyte"? 

g. Secularization of the Missions, causes. Make it quite 
clear what secularization means. Why should Spain 
first, and Mexico later, wish to break up these reli- 
gious organizations? 

h. The breaking up of the Missions; what became of the 
Padres and the Indians? 

i. The style of architecture employed in the Missions; the 
picturesque ruins, etc. (Cheap pictures showing the 
Missions in their glory as well as in ruins can be pro- 
cured from most book dealers.) 

Special References: 

Winterburn, The Spanish in the Southwest, pp. 97-222. 
Bandini, History of California, pp. 74-127. 
Powers, Missions of California. 
Jackson, Father Junipero and the Mission Indians. 
Jackson, Glimpses of California and the Missions. 
James, In and Out of the Old Missions of California. (Emphasizes 
artistic and archaeological features.) 

/. SOCIAL, POLITICAL, AND INDUSTRIAL CONDITIONS IN THE THIR- 
TEEN ENGLISH COLONIES. 

I. How the colonies were governed; their relations to the mother 
country. (See Brief History, pp. 87-96.) 
a. Comparison of Charter, Proprietary, and Royal colo- 
nies. 



AMERICAN HISTORY 79 

h. The Navigation Acts and other laws of trade, 

c. The "Lords of Trade" and their powers and duties. 

d. The Royal Governors and the Councils. Find out why 

they so frequently quarreled. Recall Sir William 
Berkeley and Virginia. 

e. How laws were passed. 

/. Local self-government; the "Town" and "County" 
systems. (Read Hinsdale's American Government, pp. 

36-51-) 

g. The question of representation in the British Parlia- 
ment. 

h. Attack of the English government on colonial charters, 
(i) Edmund Andros and the New England Union. 

(2) How Connecticut saved her charter. 

(3) Effect of the English Revolution of 1688; An- 

dros sent back to England. 

(4) Massachusetts obtains a new charter. 
Special attention should be called to the fact that, after all, the 

mother country interfered but little with the colonies during the 
early period and did not seriously attempt to enforce the navigation 
laws until after the French and Indian Wars. The quarrels between 
the Royal Governors and the Colonial Assemblies did not represent 
the real attitude of the English Government, but rather a natural 
conflict between an old aristocracy and a new, growing democracy, 
as for example, the quarrel between Berkeley and Bacon. 

2. Industrial and social conditions. Compare the Northern and 
Southern colonies in respect to — 

a. Religion and churches. 

h. Schools and education. 

c. Social customs, sports, pastimes, etc. 

d. Life in town and country. 

e. Industries and occupations. 

Special reports on various phases of industrial and social condi- 
tions should be required from pupils. The class as a whole should be 
questioned on these reports. A rather long list of reference books 
on this topic will be found among the general references. 



8o AMERICAN HISTORY 

/. THE FRENCH IN CANADA AND IN THE MISSISSIPPI VALLEY. 

1. De Monts and Champlain plant colonies at Port Royal, Acadia 

(Nova Scotia), and St. Croix, 1604. 

2. Champlain and his work in founding the French empire in 

America. 

a. Founding of Quebec, 1608. 

b. Champlain's relations to the Indians. 

c. The expedition against the Iroquois; the explorations in 

the Champlain valley. 

d. Search for a route to the Indies; exploration of the 

Ottawa River and discovery of Lake Huron. 

e. Champlain's personality; importance of his work. 

Special References: 

Parkman, The Struggle for a Continent, pp. 82-124. 

Sedgwick, Samuel de Champlain. 

Johnson, French Pathfinders in North America, Chaps. VIII, IX. 

3. Work of the Jesuit priests among the Indians and as pioneer 

explorers. (If time permits, this is worthy of a special study. 
See Parkman, The Struggle for a Continent, pp. 130-156, or 
Johnson, French Pathfinders, Chap. X.) 

4. Value of the fur trade. 

5. Explorations and attempts at settlement in the Mississippi 

valley. 

a. Recall De Soto and the discovery of the Mississippi. 
h. Voyage of Joliet and Father Marquette. 
c. La Salle's expeditions. (A special study.) 

(i) La Salle's early life and preparations for his 
great work; his purposes in coming to Canada. 

(2) His preparations for exploring the great river; 

building of the Griffin. 

(3) The trip down the lUinois and the wonderful 

journey back to Fort Frontenac in mid- 
winter, 

(4) The ttip down the Mississippi in company with 

his faithful Tonty. How he took possession 



AMERICAN HISTORY 8l 

of Louisiana in the name of "Louis le 
Grand." 

(5) La Salle's last voyage; his attempts to plant a 

colony near the mouth of the Mississippi; his 
assassination. 

(6) Settlements at Biloxi, Mobile, and New Orleans. 

Special References: 

Parkman, The Struggle for a Continent, pp. 186-222. 
Johnson, French Pathfinders, pp. 225-278. 

K. TOPICS rOR CLASS DISCUSSION. 

1. If the Puritans left England to escape persecution, how do you 

account for their intolerance in New England? 

2. Was Massachusetts justifiable in expelling Roger Williams? 

Anne Hutchinson? 

3. Was the development of representative- government due more 

to local conditions or to inherited British customs? 

4. Why were the English determined to get possession of New 

York? Did they make an equal effort to get the Floridas? 

5. What were the natural, geographical boundaries of the English 

colonies? About how much of the Atlantic coast line did 
they occupy? On the average, how far back into the inte- 
rior did they extend? 

6. What individual seems to you, on the whole, to have done the 

most for English colonization? Give reasons. 

7. In which of the colonies would you prefer to have lived? 

8. Have you noticed any inclination on the part of the colonists 

towards union? Towards independence of the mother 
country? 

Complete Reference Lists for Pupils: 

McMaster, Brief History of the United States, pp. 35-122. 
McMaster, School History of the United States, pp. 26-109. (Espe- 
cially good for life in the colonies.) 
Eggleston, New Century History of the United States, pp. 38-140. 

BUSS, HIST. — 6 



82 AMERICAN HISTORY 

Cooke, Stories oj the Old Dominion. 

Walton and Brumbaugh, Stories of Pennsylvania. 

Brooks, Stories of the Old Bay State. 

Stockton, Stories of New Jersey. 

Harris, Stories of Georgia. 

Swett, Stories of Maine. 

(The last six books are of particular interest only to pupils of the 
respective states.) 

Rhoades, The Story of Philadelphia. 

Winterburn, The Spanish in the Southwest, pp. 97-222. 

Bandini, History of California, pp. 74-127. 

Powers, Missions of California. 

Jackson, Father Junipero and the Mission Indians. 

Jackson, Glimpses of California and the Missions. 

James, In and Out of the Old Missions of California. 

Parkman, The Struggle for a Continent. 

Johnson, French Pathfinders in North America. 

Sedgwick, Samuel de Champlain. 

Eggleston, History of the United States, Chaps. III-XII. 

Thwaites, The Colonies. 

Fisher, The Colonial Era. 

Drake, The Making of Virginia and the Middle Colonies. 

Drake, The Making of New England. 

Moore-Tiffany, Pilgrims and Puritans. 

Hodges, William Penn. 

Butterworth, The Wampum Belt. 

Griffis, The Pilgrims in their three Homes, England, Holland, and 
America. 

The following books are excellent for social and industrial life in 
the colonies. 

Otis, Stephen of Philadelphia. 

Otis, Richard of Jamestown. 

Otis, Mary of Plymouth. 

Otis, Calvert of Maryland. 

Guerber, Story of the Thirteen Colonies. 

Fiske, Old Virginia and Her Neighbors. Vol. I, pp. 80-254. 

Fiske, The Dutch and Quaker Colonies, Vol. II, pp. 99-356. 



AMERICAN HISTORY 83 

Love, The Fast and Thanksgiving Days of New England. 

Wharton, Colonial Days and Dames. 

Wharton, Through Colonial Doorways. 

Wharton, A Last Century Maid. 

Earie, The Sabbath in Puritan New England. 

Earle, Costumes of Colonial Times. 

Earle, Two Centuries of Costumes, in 2 vols. 

Earle, Curious Punishments. 

Earle, Customs and Fashions of Old New England. 

Earle, Colonial Days in Old New York. 

Child, The Colonial Parson of New England. 

Jenks, When America was New, Chaps. V-XIII. 

Coffin, Old Times in the Colonies. 

Page, The Old South, pp. 95-139. 

Eggleston, Life in the Eighteenth Century. 

Van Rensselaer, The Goede Vrouw of Mana-ha-ta. 

Wright, Industrial Evolution of the United States, Part I. (This 

gives a sketch of the introduction of machinery.) 
Eggleston, History of the United States, Chaps. XVI-XIX. 
Austin, Standish of Standish. 
Austin, David Alden's Daughter. 
Austin, Betty Alden. 

These books of Miss Austin are interesting novels written for 
young people, showing life in Plymouth Colony. 

For Teachers: 

Hart, Essentials in American History , Chaps. V-VII. 

Channing, Students' History of the United States, pp. 49-1 11. 

Lodge, English Colonies in America. 

Andrews, Colonial Self -Government. 

Greene, Provincial America. 

Frothingham, Rise of the Republic. (Treats the colonies from the 

political point of view.) 
North, The Mother of California. (History of Lower California.) 
Osgood, The American Colonies in the Seventeenth Century. (Very 

elaborate, but excellent for large schools.) 
Bourne, Spain in America. ^ - 



84 AMERICAN HISTORY 

Thwaites, France in America. 

Thwaites, Father Marquette. 

King, Sieur de Bienville. 

Cooke, Virginia. 

Eggleston, The Beginners of a Nation. 

Fisher, The True William Penn. 

Williams, Pennsylvania. 

Fisher, The Making of Pennsylvania. 

Kuhns, The German and Swiss Settlements of Colonial Pennsylvania. 

Buell, William Penn. 

Sources : 

Hart and Channing, American History Leaflets, No. 7. 
Caldwell and Persinger, A Source History of the United States. 
Old South Leaflets, First Series, Nos. 6, 7, 21, 46, 48-52, 54, 57, 77, 

91, 95, 96. 
Preston, Documents, pp. 1-148. 
Macdonald, Select Charters, Nos. 1-42. 
Hart, Source Book of American History, pp. 14-98. 
Hart, American History Told by Contemporaries, Vol. I, Parts II- VI. 

Topic IV. The Native Races of America 

A. THE MOUND BUILDERS, AN INTERESTING BUT NOT VERY IMPOR- 

TANT TOPIC. (Read Starr's American Indians.) 

B. THE AZTECS OF MEXICO AND THE INCAS OF PERU. 

I. Their stage of civilization. Be careful not to adopt the 
somewhat exaggerated notions set forth by Irving in 
his accounts of the conquest of Mexico and Peru. 
(Read Fiske's Discovery of America, Vol. II.) 

C. THE PUEBLOS AND CLIFF DWELLERS OF NEW MEXICO AND VICINITY. 

D. THE RED INDIAN OF NORTH AMERICA. (A Special topic.) 

1. The Algonquins of the Northeast. 

2. The Iroquois of New York, etc. 

3. The Muskogees of the Southeast. 

4. The Illinois and other tribes of the West. 

5. Manners and customs of these Indians in general. 

6. Some Indian myths and legends. 



AMERICAN HISTORY 85 

Note the rise in civilization of the Indians as one proceeds from 
north to south. Fiske's History of the United States contains a clear, 
brief discussion of this topic and a good map of the distribution of 
the Indian famiHes along the Atlantic coast. 

Here is an opportunity for the collection of relics, such as arrow- 
heads, bows and arrows, baskets, pottery, utensils, etc. In many 
localities simple Indian museums can be started with little or no 
expense, which will in the end become quite valuable. 

Dramatic representation of Indian life will interest the pupils and 
impress on their memories many phases of Indian civilization. 

References for Pupils : 

McMaster, Brief History of the United States, Chap. VIII. 

McMaster, School History of the United States, Chap. VII. 

Eggleston, New Century History of the United States, Chap. II. 

Scudder, New History of the United States, pp. 19-25. 

Starr, American Indians. (Very useful for both pupil and 
teacher.) 

Eggleston, History of the United States, Chaps. XIII-XVI. (Ex- 
cellent for this topic.) 

Fiske, Discovery of America, Vol. I. 

Myths and Legends : 

Judd, Wigwam Stories. 
Zitkala-Sa, Old Indian Legends. 
Lummis, Pueblo Indian Folk Stories. 
Indian Stories Retold from St. Nicholas. 

For Teachers: 

Eastman, Indian Boyhood. (Written by a full-blooded Sioux Indian.) 

Eastman, Old Indian Days. 

Fletcher, Indian Story and Song. 

James, Indians of the Painted Desert Region. 

Jackson, A Century of Dishonor. (Deals with mistreatment of 

the Indians by the National Government.) 
Grinnell, The Story of the Indian, 



86 AMERICAN HISTORY 

Topic V. Struggle between the French and the English 

A. EUROPEAN conditions AFFECTING THE STRUGGLE IN AMERICA. 

This topic probably should be presented by the teacher in the 
form of a lecture, using a map of Europe to illustrate. 

1. Wars of Louis XIV. 

a "War of the Palatinate," corresponding to "King Wil- 
liam's War" in America, 1689-1697. 

b. "War of the Spanish Succession," corresponding to 
"Queen Anne's War" in America, 1701-1713. 

2. Age of Frederick the Great. 

a. "War of the Austrian Succession," corresponding to 

"King George's War" in America, 1 740-1 748. 

b. The "Seven Years' War," corresponding to the "French 

and Indian War" in America, 17 56-1 763. 

Note that the war began in 1754 in America in a struggle concern- 
ing territory along the Ohio River, 

See any good modern history of Europe. Teachers should not go 
into details in presenting the European side of these wars. The 
aim should be to lead pupils to realize that these so-called colonial 
wars were but echoes of the great conflicts for territory and balance 
of power going on in the Old World. 

B. THE STRUGGLE IN AMERICA. 

I. Review the colonization by the French of Canada, or New 
France, including Acadia, later Nova Scotia, and Louisiana. Compare 
extent of territory occupied and claimed by the French and the 
English respectively. 

Note the conflicting claims along the Ohio River and its tribu- 
taries to Lake Erie. Find the locations of Fort Du Quesne, Alle- 
gheny and Monongahela Rivers, Venango, Fort Le Bosuf, Presque 
Isle. (See Brief History, p. 144; School History, p. 84; Hinsdale's, 
The Old Northwest, p. 38.) Only a superficial study of the first 
three wars should be made. The last, the French and Indian War, 
should receive special emphasis. 



AMERICAN HISTORY 87 

2. King William's War, 1 789-1 797. 

a. Count Frontenac and his plans. 

h. Indian massacres at Schenectady, Salmon Falls, etc. 

c. Capture of Port Royal (Annapolis) by the English. 

d. Failure of expedition against Quebec. 

e. Treaty of Ryswick, 1697. 

3. Queen Anne's War, 1701-1713. 

a. Indian massacres at Deerfield and Haverhill. 

h. Conquest of Acadia (Nova Scotia) by the English. 

c. Failure of expedition against Quebec. Why were the 

English so anxious to capture Quebec? 

d. Treaty of Utrecht, 17 13. How did it change boundary 

lines in America? Of what value was Nova Scotia 
to the English? Why did the colonials dislike to 
give it back to the French? 

4. King George's War, 1 744-1 748. 

a. Capture of Louisburg. 

h. Of what importance was this stronghold? 

c. Treaty of Aix-la-Chapelle. 

5. The French and Indian War, 1754-1763. 

a. The French fortify the Ohio River and Allegheny River 

valleys. Note how they marked their boundary lines. 

b. The "Ohio Company" and its grant of land. Do not 

confuse this company with a later "Ohio Company" 
formed for the purpose of making settlements north 
of the Ohio River after the Revolutionary War. 
c. George Washington sent by Governor Dinwiddle on a 
mission to the French on Lake Erie. His extraordi- 
nary trip in mid-winter. This is a good topic for a 
special report. (Read Fiske-Irving, Washington, and 
Old South Leaflets, No. 41.) 

d. Fort Du Quesne and its importance in this war. Note 

its location. (See Brief History, p. 130.) Show how 
the estimated importance of this locality has been 
realized in later times. (See Hinsdale, The Old North- 
west, pp. 62-63.) 



SB AMERICAN HISTORY 

e. Washington's first military campaign; battles of Great 
Meadows and Fort Necessity, the opening of the war 
in America. (Teachers might read Thackeray, The 
Virginians, with pleasure and profit. It is probably 
the best historical novel of this period.) 

/. The Albany Congress; Franklin's "Plan of Union." (See 
Hinsdale, American Government, p. 435.) 

g. The English plan of campaign. Show that it was based 
on geographical considerations. Study particularly 
the Champlain and Hudson River valleys. 

h. Fate of the expedition against Crown Point and Niagara; 
the French expelled from Nova Scotia. (Read Long- 
fellow, Evangeline, the introduction, and Hawthorne, 
Grandfather's Chair, Part II, Chap. VIII.) 

i. Braddock's march against Fort Du Quesne and his dis- 
astrous defeat. Note carefully the route he took from 
Virginia. 

j. Capture of Louisburg by the English and abandonment 
of Fort Du Quesne by the French. 

k. Wolfe and the capture of Quebec. (A special study.) 

(i) The military situation at this point in the war. 

(2) Who was William Pitt and what did he have 

to do with the French and Indian War? 

(3) Wolfe's early life and characteristics. 

(4) Why Pitt sent him to Am^erica. 

(5) His preparations at Louisburg. 

(6) His arrival before Quebec and arrangement of 

his forces. 

(7) The topography of Quebec and surrounding 

country. The teacher should place a map on 
the board. (See Brief History, p. 141; Park- 
man, The Struggle for a Continent, p. 387; 
Hawthorne's "Grandfather's Chair," p. 130.) 

(8) Strength of the French position and weakness 

of their army. (See Struggle for a Conti- 
nent, pp. 385-388.) 



AMERICAN HISTORY 89 

(9) Wolfe's vain attempts to reach the city; his 

illness and discouragements. 
(10) Discovery of the trail to the Plains of Abraham; 

the new plan of attack. 
(it.) The night trip down the St. Lawrence; scaling 

the heights; the surprise and defeat of tLe 

French. 
(12) All Canada conquered as a result. 

Special References: 

Hawthorne, Grandfather' s Chair. 

Parkman, The Struggle for a Continent, pp. 382-450. 

/. The importance of the Treaty of Paris of 1763, and how it 
affected territory in America. 

(i) The Province of Quebec. Note the "Quebec Act," 
one of the grievances mentioned in the Decla- 
ration of Independence. (See Brief History, 

P- 157.) 

(2) The Proclamation Line. Look up the geography 

involved in this proclamation. What motive 
can you discover for thus limiting the jurisdic- 
tion of the royal governors? 

(3) The boundaries of the provinces of East and West 

Florida. Note how the boundary of West 
Florida caused trouble to the United States 
later on. (See Channing, Students' History, pp. 
117-119, 208-209, 280.) 
m. Pontiac's War. 

C. TOPICS FOR CLASS DISCUSSION. 

1. What were the most important geographical points for the pos- 

session of which both parties struggled? Why were they 
important? 

2. What do you think of the abihty of the colonial soldiers as dis- 

played in these wars? Can you draw any interesting con- 
clusions from your statement? 



go AMERICAN HISTORY 

3. How can you connect Champlain with the attitude of the 

Indian towards the French and the English? 

4. Can you see any way in which this struggle might affect the 

relations between the colonies and the mother country? 

5. What excuses can you make for the expulsion of the French 

from Nova Scotia? 

6. Can you think of any reason why some English statesmen did 

not wish the English to succeed in completely conquering 
the French in America? 

7. Why, in your judgment, did the English win in the long run? 

8. How did the results of these wars affect the Spanish possessions 

in America? 

References for Pupils: 

McMaster, Brief History of the United States, Chaps. X, XI. 
McMaster, School History of the United States, Chap. VIII. 
Eggleston, New Century History of the United States, Chaps. XV, 

XVIII. 
Scudder, New History of the United States, pp. 88-100. 
Drake, The Border Wars of New England. (King William's and 

Queen Anne's.) 
Longfellow, Evangeline, 
Hawthorne, Grandfather^ s Chair. 
Fiske-Irving, Washington and His Country. 
Scudder, George Washington. 
Seelye, The Story of Washington. 

Walton and Brumbaugh, Stories of Pennsylvania, pp. 1 16-135. 
Eggleston, History of the United States, Chaps. XXI-XXIV. 
Parkman, The Struggle for a Continent, pp. 236-459. 
Baldwin, The Conquest of the Old Northwest, to page 149. 

For Teachers: 

Hart, Essentials in American History, Chap. VIII. 
Channing, Students^ History of the United States, pp. 11 2-1 19. 
Parkman, A Half Century of Conflict. 
Parkman, Frontenac, especially Chaps. XVII, XVIII. 
Parkman, Conspiracy of Pontiac. 



AMERICAN HISTORY 91 

Parkman, La Salle. 

Parkman, Montcalm attd Wolfe. 

Sloan, The French War and the Revolution. 

Hinsdale, The Old Northwest, Chaps. Ill, V. 

Sparks, Expansion of the American People, Chap. VI. 

Thwaites, France in America. 

Howard, Preliminaries of tlie Revolution. 

Bradley, Wolfe. 

Wilson, George Washington. 

Ford, The True George Washington. 

Sources: 

Caldwell and Persinger, A Source History of the United States. 

Hart and Channing, American History Leaflets, Nos. 5, 16. 

Old South Leaflets, First Series, Vol. II, No. 41. (Washington's 

journal of his trip to the Ohio.) 
Hart, History by Contemporaries, Vol. II, Part V. 
Macdonald, Select Charters, Nos. 45, 47, 51, 54, 55. 
Hart, Source Book, pp. 98-107. 
Preston, Documents, p. 170. 

Topic VI. The Quarrel with the Mother Country 
A. England's early colonial policy. 

1. At first the pohcy of non-interference, local self-government 

permitted. Recall the history of Rhode Island, Connecticut, 
Pennsylvania, Maryland, etc. 

2. An attempt of England to take away charters and unite north- 

ern colonies under rule of Governor Andros, Get at the real 
purpose of England in this attempt. 

3. Explanation of England's hostile attitude towards Massachusetts 

in contrast to her friendliness to Rhode Island and Con- 
necticut. (See Channing's Studeni's History, pp. 73, 92, 95.) 

4. The Navigation Acts of 1752, 1760, etc., not rigidly enforced 

until after the French and Indian Wars. 

5. The theory of representation that grew up in x\merica in con- 

trast to the theory of Great Britain. (See Brief History, 



92 AMERICAN HISTORY 

p. 149; Hinsdale, American Government, pp. 57-50; Channing, 

Students^ History, pp. 143-144.) 
Lead the pupils to discover that England's general policy towards 
the colonies was in harmony with the spirit of the age and followed 
the established customs of European nations. In fact, England 
was much more lenient and generous in her treatment of her colonies 
than either France or Spain, hence their more substantial growth 
and prosperity. (See Thwaites, Colonies, pp. 45-53; Moses, Spanish 
Rule, pp. 17-26.) 

B. CHANGE IN ATTITUDE OF THE HOME GOVERNMENT; DIRECT CAUSES 
OF THE REVOLUTION. 

1. Effects of the French and Indian Wars. 

2. Accession of George III. What sort of man was he? How 

did his private virtues contrast with his political stupidity? 

3. Attempts to enforce the laws of trade. 

a. Smuggling; "Writs of Assistance," — what they were 

and how they were used. 
h. Application for Writs of Assistance to a Massachusetts 

court. James Otis's famous speech and its effects. 
c. Estabhshment of new courts and appointment of new 

officers for the detection and trial of smugglers. 

4. A British standing army sent to America. 

5. The Stamp Act. 

a. Provisions of the Act. 

h. Note the different kinds of stamps and how they were 
attached. (Read School History, p. 113.) Show that 
a stamp tax is a very convenient method of raising 
revenue. 

c. The colonies resist the enforcement of the Act; how 

they treated the stamp distributors. 

d. Patrick Henry's great speech before the Virginia House 

of Burgesses, followed by the Virginia Resolutions. 

e. The Stamp Act Congress of 1765; the famous Dec- 

laration of Rights; the first American Congress and 
the first great American National Document. 
/. Non-importation agreements. 



MIERICAN HISTORY 93 

g. Repeal of the Stamp Act; the "Declaratory Act." 
(Read Hart, American History told by Contemporaries, 
Vol. II, pp. 407-411, for report of Franklm's answers 
to the questions asked him in his examination before 
the House of Commons.) 

6. The Townshend Acts and their effects. 

7. The burning of the Gaspe and the formation of the Committee 

of Correspondence. (Read Channing, Students^ History, pp. 

157-159-) 

8. Quarrels between British soldiers and American citizens; the 

so-called "Boston Massacre" and its effects; the first blood 
shed in the Revolution. 

9. The tea tax. 

a. How the tax was manipulated so that tea could be pur- 
chased more cheaply in America than in England. 

h. Why the Americans resisted the tax; how the sale was 
prevented. 

c. The "Boston Tea Party." (Read Hawthorne, Grand- 
father's Chair, p. 189.) 

10. The five "Intolerable Acts." 

11. The First Continental Congress. 

a. How it was summoned through the Committees of 

Correspondence. 
h. The "Declaration of Rights." 

c. Addresses to the king, the people of the colonies, 

the people of Canada, and the people of England. 
What was the general purpose in all these addresses? 

d. The Non-Importation Association formed. 

C. TOPICS FOR CLASS DISCUSSION. 

1. Was the colonial pohcy illustrated by the Navigation Acts wise 

or unwise from a British point of view? 

2. What would we call the Boston Tea Party if it should occur 

to-day? Was such lawlessness excusable? 

3. What was the difference between a "Writ of Assistance" and a 

common search warrant? 

4. Show that many people of England sympathized with the colo- 



94 AMERICAN HISTORY 

nists because they were in the same position in regard to 
"taxation without representation." 

5. Why was the Quebec Act so objectionable to the people of the 

thirteen colonies? 

6. Compare the three most distinguished Americans of this 

period. 

References for Pupils : 
McMaster, Brief History of the United States, Chap. XII. 
McMaster, School History of the United States, pp. 107-122. 
Eggleston, New Century History of the United States, Chap. XIII. 
Scudder, New History of the United States, pp. 123-135. 
Eggleston, History of the United States, Chap. XXVII. 
Hart, The Formation of the Union, pp. 39-68. 

For Teachers : 
Hart, Essentials in American History, Chap. IX. 
Channing, Students^ History of the United States, pp. 131-165. 
Sloan, The French War and the Revolution, Chaps. X-XIV. 
See references under former topics. 

Topic VII. The American Revolution 

The main theme under this topic is, of course, the Revolutionary 
War. However deplorable war may be and however desirable it 
is to abolish armaments and usher in an era of peace, nevertheless 
wars have played a very essential and fundamental part in the de- 
velopment of civilization, and their study cannot be omitted in any 
comprehensive and well-balanced survey of history. The military 
campaigns, however, should be considered as great movements, usu- 
ally with some central purpose in view, and not as a series of isolated 
battles. The bloodshed, loss of life, and other disagreeable features 
should receive adequate, but not undue, attention. Perhaps nothing 
is more conducive to the inculcation of peace sentiments in youthful 
minds than a vivid presentation of the horrors of war. On the 
whole, however, it is pleasanter and perhaps wiser to treat the bloody 
and brutal side of wars as lightly as is consistent with the preser- 
vation of the sense of proportion and the unity of history. Certainly 



I 



AMERICAN HISTORY 95 

the stud}^ of the details of only a few typical or ''critical" battles 
need be undertaken. Such battles are indicated in the outline. 

The Revolutionary War, in so far as its campaigns are concerned, 
can easily be studied logically, chronologically, and geographically 
without confusion. The follo'.ving outline is based on such an ar- 
rangement. Each campaign should be illustrated by a large map 
drawn on the blackboard containing only the essential locations. 

A. EVENTS OF 1775. 

1. British troops in Boston. 

a. Trouble between soldiers and citizens; the Boston 

Massacre. 

b. Battles of Lexington and Concord. (A special study.) 

(Read Emerson's "Concord Hymn.") 

c. Battle of Bunker Hill. Note the effects of these battles, 

both in England and in AmiCrica. 

d. Washington appointed Commander-in-Chief and takes 

command under the "Washington ehn" at Cam- 
bridge. 

e. Siege and evacuation of Boston by the British. 

2. Capture of Ticonderoga by Ethan Allen. 

3. Expeditions of Montgomery and Arnold against Montreal and 

Quebec. 

B. EVENTS OF 1776. 

1. Chnton's designs on North Carolina and his attack on Fort 

Moultrie. 

2. The Declaration of Independence. 

a. Causes of the growing spirit of independence. 

b. Appointment of a committee to prepare the document. 

c. The preliminary resolution adopted July 2, 1776. 

d. The completed document adopted formally Jidy 4. 

e. The writing of the Declaration, work of Thomas Jeffer- 

son. 
/. Analysis of the Declaration. 
Each pupil should read the document and try to see that its pro- 
visions and statements may be classified as follows : 



96 AMERICAN HISTORY 

ANALYSIS OF DECLARATION OF INDEPENDENCE 

(i) Preamble; reason for issuing the Declaration. 

(2) Justification of the revolution of the colonies. 

(a) All men are born free and equal, 

(b) Men's natural right to life, liberty, and happiness. 

(c) The purpose of just governments to establish and secure 

these rights. 

{d) The just powers of government are derived from those 
governed. Notice that this was rather a new doc- 
trine in the world. 

{e) Therefore, it is the right of the governed to alter or 
abolish any government which threatens to destroy 
the above rights. 

(/) People, however, should be cautious about starting 
revolutions. 

(g) The existence of despotism justifies a revolution. 

(3) Proof that the government of George III was despotic. 

(a) His restrictions on colonial legislatures. Pick out the 

clauses that charge these against the king. 

(b) Interference with courts and administration of justice. 

(c) Threatening the colonies with military tyranny. 

{d) The king's approval of Parliamentary Acts of op- 
pression. 

i'. The Navigation Acts. 

2'. The "Five Intolerable Acts." Find them in 
the Declaration. 

3'. The Townshend Acts. 
(e) Actual waging of war against the colonies. 
(/) Employment of mercenary troops against the colonists, 
(g) Impressment of Americans and forcing them to fight 

against their fellow countrymen. 
{h) Employment of Indians against the Americans. 
(i) The king spurned the humble petitions of the colonists. 

(4) The conclusion is that George III is a tyrant and unfit to gov- 

ern a free people. 

(5) The only charge against the people of Great Britain is that 



AMERICAN HISTORY 97 

they turned a deaf ear to the remonstrances and appeals of 
the Americans. 

(6) Declaration — "These United Colonies are, and of right ought 

to be, free and independent states." 

(7) The pledge — "Our lives, our fortunes, and our sacred 

honor." 
Let the class find examples from history illustrating all the charges 
brought against the Crown of England. 

3. Campaigns in the North growing out of the British capture of 

New York. 

a. Battle of Long Island; retreat of Washington. 

b. Repulse of British at Harlem Heights; Washington's re- 

treat up the Hudson to White Plains. 

c. Battle of White Plains. 

d. British capture Fort Washington. 

e. Washington's famous retreat across the Jerseys to New- 

ton in Pennsylvania; disobedience of Charles Lee. 
/. The British line of posts from the Hudson to Trenton. 
g. Washington recrosses the Delaware and captures Trenton. 
h. Victory at Princeton, January 3, 1777. 
i. Winter quarters at Morristown. 

4. Financial aid rendered by Robert Morris. 

C. EVENTS or 1777. 

1. Howe's capture of Philadelphia. 

a. Howe leaves New York for Philadelphia by sea; sails 

up the Chesapeake Bay. Where was Washington? 
What did he do? 

b. Battle of Brandywine; Lafayette takes part. 

c. Howe enters Philadelphia; flight of Congress. 

d. Battle of Germantown. 

e. How was this campaign of Washmgton's of assistance to 

the Americans in Burgoyne's campaign which was 
going on at the same time? 

2. Winter quarters of Washington's army at Valley Forge; suffering 

of the troops. (Read Hart, Contemporaries, Vol. II, p. 568, 
for an excellent description.) 

BLISS, HISI. — 7, 



98 AMERICAN HISTORY 

3. Burgoyne's invasion of New York. (A special study.) 

a. Purpose of the British in this invasion. 

b. The general plan; the three expeditions. 

(i) St. Leger's by the way of Lake Ontario and 
the Mohawk valley. 

(2) Burgoyne's by the way of the Champlain and 

Hudson River valleys. 

(3) Howe's proposed expedition from New York up 

the Hudson. 

c. Burgoyne's advance from Canada up the Champlain 

valley. Note the character of the country through 
which he passed. 

(i) Capture of Crown Point and Ticonderoga. 
Where are these points? 

(2) Schuyler's plans to delay Burgoyne. 

(3) The battle of Bennington; General Stark and 

the Green Mountain Boys. 

d. St. Leger's expedition. 

(i) Route of St. Leger up Lake Ontario, thence up 
the Oswego vaUey and dov/n the Mohawk. 

(2) General Herkimer and the battle of Oriskany. 

(3) The siege of Fort Stanwix (Schuyler) ; the sortie 

of the Americans and defeat of the British. 

(4) Benedict Arnold volunteers to go to the aid of 

the Americans; his stratagem to frighten the 
British. 

(5) The British retreat back to Canada. 

e. Burgoyne's two defeats at Bemis Heights, near Saratoga; 

valor of Benedict Arnold. 
/. Surrender of Burgoyne at Saratoga. 
g. Why Howe did not advance up the Hudson. 
h. Great results of this campaign. 
Special References: 

Fiske, The American Revolution, Vol. I, pp. 260-344. 

Drake, Burgoyne's Invasion. 

Sloan, The French War and the Revolution, pp. 267-271. 

4. Intrigues against Washington; the "Conway Cabal." 



AMERICAN HISTORY 99 

D. EVENTS OF 1778. 

1. The alliance with the French. 

a. Why France took up the cause of the Americans in the 

first place. 
h. The negotiations with France. Who was the chief 

American commissioner? 

c. Some of the terms of the treaty. (Hart, Essentials, 

p. 174, contains the essentials.) 

d. Effects of the treaty. (SeeHart, £555^/^^/5, pp. 174-175.) 

2. The British abandon Philadelphia and mthdraw to New York. 

a. New York threatened by the French. 
h. Clinton supersedes Howe and starts from Philadelphia 
to New York. 

c. The battle of Monmouth. (Read Collins's "MoUy 

Maguire at Monmouth" in Matthews, Poems of 
American Patriotism, p. 58.) 

d. CHnton reaches New York; Washington occupies White 

Plains once more. \Vhy did he stay there so long 
apparently doing no fighting? 

3. How George Rogers Clark saved the Northwest to the Ameri- 

cans. (A special study.) 
a. What country was called specifically the "Old North- 
west"? 
h. What states have been formed from it? 

c. From whom had the EngHsh secured it? 

d. Where were the principal Enghsh forts? 

e. George Rogers Clark's family and early training. 
/. Why he was so interested in the "Northwest." 
g. How he secured aid. 

h. The expedition made in the name of Virginia. 

i. Clark's route to Pittsburg and down the Ohio. 

j. Capture of Kaskaskia and Cahokia. 

k. How he treated the Indians. 

I. Surrender of Vincennes and its recapture by Hamilton, 

the British "Hair Buyer." 
m. Clark's wonderful march from Kaskaskia to Vincennes. 

Look up the route; note the time of year. (Read the 



100 AMERICAN HISTORY 

original account in Old South Leaflets, First Series, 
Vol. II, No. 43.) 
n. The Northwest held by Clark and secured by the 
treaty of peace with Great Britain, 1783. (See Hins- 
dale, The Old Northwest, Chap. X, for a very elaborate 
discussion of this whole question.) 

Special References: 

Baldwin, Conquest of the Old Northwest, pp. 145-178. (Easily read 

by children.) 
Drake, The Making of the Ohio Valley States, pp. 116-121. 
Thwaites, How George Rogers Clark Won the Northwest. (See p. 26 

for a good map.) 
Hinsdale, The Old Northwest, Chap. IX. 
Fiske, The American Revolution, Vol. II, pp. 103-109. 
Old South Leaflets, First Series, Vol. II, No. 43. 
Churchill, The Crossing. (An interesting novel.) 
Dye, The Conquest. (An interesting novel.) 
Thompson, Alice of Old Vincennes. (An interesting novel.) 

4. Massacres in the Wyoming vaUey, Pennsylvania, and Cherry 

Valley, New York. 

5. Sullivan's expedition against the Indians of New York. 

6. Invasion of the South by the British; capture of Savannah. 

E. EVENTS OF 1779-1781. 

1. In New York. 

a. Wayne's capture of Stony Point. 
h. Arnold's treason. 

2. War in the South. 

a. Americans repulsed at Savannah. 
h. British capture Charleston. 

c. The patriot leaders in the South, such as Marion, Pickens, 

Sumter, Morgan. (Read Bryant's "Song of Marion's 
Men" in Persons, Our Country, and English's "Battle 
of Cowpens," in Matthews, Poems of Patriotism.) 

d. Battle of Camden. 

e. Battle of King's Mountain. 



AMERICAN HISTORY lOl 

/. Battle of Cowpens. 

g. Greene's masterly retreat into Virginia. 

h. Battle of Guilford Court House. Cornwallis's forced 

march to Wilmington. 
i. Greene regains South Carolina; battle of Eutaw Springs. 

(Read Philip Frenau's poem "To the Memory of the 

Americans who Fell at Eutaw," Matthews, Poems of 

American Patriotism, p. 80.) 
j. Cornwallis ordered to fortify some position on the coast 

and selects Yorktown. 
k. Washington comes down from the North, the French 

from the West Indies; Lafayette is on the ground. 
/. The siege of Yorktown and surrender of CornwaUis, 

Oct. 19, 1781. 
3. Closing scenes of the war. 

F. THE WAR ON THE OCEAN. 

1. Beginnings of an American navy. 

2. John Paul Jones and his career. (Special report from a pupil.) 

3. The v/ork of the privateers. 

Special References: 

McMaster, Brief History of the United States, pp. 177-180. 
McMaster, School History of the United States, pp. 146-149. 
Fiske, The American Revolution, Vol. II, Chap. XII, pp. 120-130 (for 

Paul Jones). 
Hapgood, Paul Jones. 
Frothingham, Sea Fighters, pp. 215-266. 

G. FINANCES OF THE REVOLUTION. 

1. EvUs of paper money. What colony first issued paper money? 

2. Robert Morris and his work. (See Sumner, Robert Morris.) 

This is a good topic for the teacher. 

3. French financial aid. 

4. Loans secured from Holland and Spain. 

H. THE TREATY WITH GREAT BRITAIN. 

I. The negotiations; how the United States secured such favorable 
terms. (See Channing, Students^ History, pp. 205-211.) 



102 AMERICAN HISTORY 

2. Some of the important provisions. (Read Hart, Essentials, 

p. 184.) 

3. Boundaries of the new nation. (See Channing, Students'* 

History, pp. 208-210.) 

I. TOPICS FOR CLASS DISCUSSION. 

1. What part did the Tories play in the Revolution? Did the 

Patriots treat them fairly? (See Fisher, True History, Chap. 
VIII; Van Tyne, The Loyalists in the Ainerican Revolution. 
Read Chambers, The Reckoning.) 

2. What change took place in American sentiment concerning the 

question of independence between April, 1775, and July, 1776? 
What caused this change? 

3. Why vv^as there such a struggle for the possession of New York 

and the valley of the Hudson? 

4. Of what importance to the future United States was the work 

of George Rogers Clark? 

5. Would the Americans have succeeded without the assistance of 

the French? 

6. Had the British been successful would separation from the 

mother country have come later? 

7. Why did Canada not unite with the thirteen colonies in the 

Revolution? 

References for Pupils : 

McMaster, Brief History of the United States, Chaps. XIII-XV. 
McMaster, School History of the United States, Chap. XI. 
• Eggleston, New Century History of the United States, Chaps. XXIV- 
XXVII. 
Scudder, New History of the United States, pp. 153-186. 
Eggleston, History of the United States, Chaps. XXVIII-XXXII. 
Baldwin, Conquest of the Old Northwest, pp. 145-178. 
Drake, The Making of the Ohio Valley States, pp. 116-121. 
Thwaites, How George Rogers Clark Won the Northwest. 
Fisher, The True History of the American Revolution. 
Fiske, The War of Independence. 
Drake, Burgoyne's Invasion. 



AMERICAN HISTORY 103 

Sparks, The Men Who Made the Naimi, Chaps. I-IV. 
Merwin, Thomas Jefferson. 
Moore, Benjamin Franklin. 

Frothingham, Sea Fighters, pp. 215-266. (Paul Jones.) 
Hapgood, Paul Jones. 
Brooks, Historical America?is, pp. 34-86. 

Hart, Camps and Firesides. (See biographies of Washington under 
Topic V.) 

For Teachers : 

Hart, Essentials in American History, pp. 149-187. 

Channing, Students' History of the United States, pp. 170-2 11. 

Ford, The Many-sided Franklin. 

Sloan, The French War and the Revolution. 

Greene, General Greene. 

Livingston, General Israel Putnam. 

Brooks, Henry Knox. 

Curtis, The True Thomas Jefferson. 

Arnold, Life of Benedict Arnold. 

Fiske, The American Revolution. 

Hinsdale, The Old Northwest, Chap. IX. 

Van Tyne, The American Revolution. 

Sources : 

Caldwell and Persinger, Source History of the United States. 
Old South Leaflets, First Series, Nos. 3, 43, 47, 86, 97, 98. 
Hart and Channing, American History Leaflets, No. 11. 
Hart, Source Book of American History, pp. 137-160. 
Hart, History by Contemporaries, Vol. II. Parts VII, VIII. 
Macdonald, Documents, No. i. (Declaration of Independence.) 
Preston, Documents, p. 210. (Declaration of Independence.) 

Topic VIII. Elementary Civics 

In schools whose sessions aggregate eight months 01 more it is 
advisable that provision be made for a few weeks' study of the subject 
of citizenship at the close of the year. Since so many boys drop 



104 AMERICAN HISTORY 

out of grammar schools before completing the course, it seems wise 
to begin this subject in the seventh grade. 

The work should consist of a study, not of constitutions and the 
framework of governments, but of the relations existing between 
citizens, young and old, and the community in which they live. 
The study should begin with the immediate local environment, — 
village, mining camp, lumber region, colony, farming community, 
seaport, fishing village, whatever it may be, broadening out to the 
township, county, city, etc., winding up with the State and Nation 
in the eighth grade. All this must necessarily be done in a very ele- 
mentary way, no effort being made to teach the machinery of gov- 
ernment. The purpose should be to lead the children to realize 
some of the rights, privileges, and responsibilities that citizenship in 
any community implies; what a citizen may do for his community 
and what his community as a whole ought to do for him. 

Such books as Dole, The Young Citizen, or Dunn, The Community 
and the Citizen,^ are recommended as useful texts on this subject. If 
a two-book course can be given, it is recommended that Dole, Young 
Citizen, be used in the seventh grade, and Dunn, The Community and 
the Citizen, in the eighth. If the latter book is to be the sole text 
as in California, it is suggested that the seventh grade take up the 
work for a month, studying the text and carrying out the suggested 
work to page 102, and the eighth grade, after a review of the pre- 
vious work, complete the book. 

Another plan that has been carried out successfully is to take up 
the study of citizenship in connection with history, allotting one 
recitation a week to this subject throughout the year; but this method 
tends to break the^continuity of both subjects and to dull the interest 
of the pupils in elementary civics, owing to the long intervals between 
recitations. A month of intensive study will produce better results 
than twice the number of recitations scattered throughout a school 
year. 

It may be well to call attention to the value of devoting one reci- 
tation a week, or at least a fortnight, to a discussion of current events. 
In carrying on this work the pupils should be induced to manage 

1 The State textbook in California. 



\ AMERICAN HISTORY 105 

the recitations largely for themselves. Committees should be ap- 
pointed regularly to prepare lists of topics for discussion, which hsts 
should be placed on a convenient space on the blackboard at various 
times during the week. If possible a "news table" should be pro- 
vided, or in lieu of that, clippings may be brought by the pupils and 
teacher from which proper selections are to be made and posted on 
the bulletin board. 



A FEW SUGGESTIVE TOPICS EOR THE STUDY OF CITIZENSHIP 

1. The founding and development of a community. 

2. The family as a social unit. 

3. How various kinds of communities are organized for govern- 

ment. 

4. What these organized communities do for the citizen. 

a. Promote law and order. 

h. Promote health through sanitary supervision. 

c. Aid transportation and communication. 

d. Aid in transaction of business. 

e. Provide means for education — schools, libraries, etc. 
/. Satisfy love of the beautiful — art galleries, monuments, 

parks, etc. 
g. Sometimes provide water, light, fuel, etc. 

5. What the citizen must do for the community. 

6. How the citizen may voluntarily aid his community. 

7. What children may do for their community. 

The books recommended furnish considerable information on these 
and other topics, but the most useful and most interesting part of 
the work consists in the personal investigations which they suggest, 
to be carried on by teachers and pupils in their own localities — 
interviews with intelligent persons, visiting public institutions such 
as city halls, courthouses, high-school buildings, public libraries, 
manufacturing plants, especially gas and electric-light plants, power 
houses, etc.; mines, lumber camps, etc.; scanning local newspapers 
for timely current events, etc. In all these excursions and investi- 



lo6 AMERICAN HISTORY 

gations, of course, the real purpose must never be lost sight of nor 
the work degenerate into mere picnic excursions. 

EIGHTH GRADE 

[For hst of authors and books mentioned in these outlines, see Appendix. 1 
Topic I. Period under the Articles of Confederation 

A. HOW THE country HAD BEEN GOVERNED DURING THE WAR. 

1. The Continental Congress represented the central or National 

government. 

2. Still the States were aJmost independent. 

3. The war was carried on largely through patriotism and the force 

of public opinion. 

B. THE ARTICLES OF CONFEDERATION, OR THE FIRST CONSTITUTION 

OF THE UNITED STATES. 

Treat these "Articles" as a Constitution. Pupils are apt to get 
a vague idea that our present organic law was the first and only 
Constitution of the country. 

I. History of the formation and adoption of the Articles of Con- 
federation. 

a. Give a sketch of the important provisions. 
6. What hindered their adoption? 

c. How the cession of public lands by the States influenced 

the ratification of the Articles. 

d. Weaknesses of this Constitution. (Read Brief History, 

pp. 203-204.) 

C. DIFFICULTIES WITH WHICH THE NEW GOVERNMENT HAD TO CON- 

TEND. 

I. Violations of the treaty between the United States and Great 
Britain. 

a. England did not abandon all the forts. Where were 

some of these forts? Why did England retain them? 

b. England took away slaves without remuneration. 

c. England did not send a minister to the United States. 



AMERICAN HISTORY 107 

d. The various States of the United States did not permit 

the recovery of debts by British subjects. 

e. Tories were mistreated and their confiscated property 

was not paid for. 

2. Disputes with Spain. 

a. Boundary of West Florida. 

b. Navigation of the Mississippi River. What part of the 

country was most interested in tliis question? 

3. The credit of the United States at home and abroad. 

a. Evils of paper money. 

b. Question of the payment of the national debt. 

c. Question of the assumption of the State debts by the 

nation. 

d. Proposed amendments to the Articles of Confederation. 

4. Disputes between the states in regard to boundary lines. 

5. How Shays's Rebellion displayed the critical condition of affairs. 

D. OPENING OF THE WEST. 

1. What constituted the "Public Domain" after the cession of the 

public lands? 

a. Look up the Southwest and the Northwest Territories 

on a map. 

b. What was the boundary line between the two? What 

States have been formed from each? (See Sparks, 
Expansion, Chap. XVI, pp. 113, 191; Brief History, 
p. 201.) 

c. Jefferson's proposed Ordinance. (See Fiske, Critical 

Period, pp. 196-199; Hart, Essentials, p. 194; Thwaites, 
George Rogers Clark, p. 77.) 

2. Migrations westward. 

a. Causes of the movement. 

b. Routes westward; the Ohio River route. 

c. Land bounty to soldiers. 

3. The Ordinance of 1787. 

a. The "Ohio Company of Associates." 

b. How the Ordinance was obtained from Congress. 



Io8 AMERICAN HISTORY 

c. Some of its important provisions. (See Briej History, 

p. 20I.) 

d. Its significance in the government of colonies. 
4. Rush of settlers to Ohio. 

E. THE FORMATION OF A NEW CONSTITUTION. 

1. Show from what you have studied that the Articles of Con- 

federation did not provide for a sufficient government. 

2. What led to the calling of a constitutional convention? 

a. Conference at Alexandria in regard to commercial re- 
lations between Maryland and Virginia. 

h. The convention at AnnapoUs to discuss trade relations 
of the States. 

c. Prominent men who participated in these conferences — 

Hamilton, Madison, etc. 

d. Washington's correspondence; his fears for the stability 

of the government. (See Hart, Essentials, p. 203; 
Fiske, Critical Period, p. 162; Old South Leaflets, 
First Series, Vol. I, No. 15.) 

3. The Constitutional Convention, 

a. Some of the prominent men who took part. 

h. Some of the questions in dispute. 

c. Some of the great compromises agreed upon. 

4. Discussion and ratification of the Constitution. 

F. TOPICS FOR CLASS DISCUSSION. 

1. What subjects have come up likely to give future trouble to 

the new government? 

2. In what very important respects was the new Constitution an 

improvement over the old one? 

3. What good reasons did the Europeans have for believing that 

the new nation was going to pieces? 

4. What was the most important cause that led to the calling of 

the Constitutional Convention? 

5. To whom did the nation owe the fact that it possessed the 

Northwest Territory? 



AMERICAN HISTORY lOQ 

6. What is meant by "Public Domain"? What are some of the 

ways in which the nation has disposed of the pubhc lands? 

7. What is a "constitution"? Have all countries a written con- 

stitution? What is the difference between a constitution and 

a law? Was the Ordinance of 1787 either? 
References for Pupils: 
McMaster, Brief History of the United States, pp. 196-207. 
McMaster, School History of the United States, pp. 155-170. 
Eggleston, New Century History of the United States, pp. 189-196. 
Scudder, New History of the United States, pp. 187-194. 
Andrews, New Manual of the Constitution. 
Ashley, Government and the Citizen, pp. 135-141. 
Peterman, Civil Government. 

For Teachers: 

Hart, Essentials in American History, pp. 189-218. (A very full 

yet concise treatment.) 
Hinsdale, American Government, Chaps. V, VI. 
Channing, Students' History of the United States, pp. 209-239. 
Sparks, Expansion of the American People. 
Hart, Formation of the Union, pp. 103-119. 
Walker, The Making of the Nation, Chaps. I-IV. 
Fiske, The Critical Period of American History. 
McMaster, History of the People of the United States, Vol. I. 
Hinsdale, The Old Northwest, pp. 188-254. 
Schouler, History of the United States, Vol. I, Chap. I, Sec. I. 
McLaughlin, The Confederation and the Constitution. 

Sources: 

Caldwell and Persinger, Source History. 

Hinsdale, American Government (Appendix). 

Hart, History by Contemporaries, Vol. Ill, Parts III, IV. 

Old South Leaflets, First Series, Vol. I, No. 2 (Articles of Con- 
federation), No. 13 (Ordinance of 1787). 

Hart and Channing, American History Leaflets, No. 16. 

Macdonald, Documents, p. 6 (Articles of Confederation), p. 21 
(Ordinance of 1787). 

Preston, Documents, p. 240. 



no AMERICAN HISTORY 

Topic II. Our Country in 1790; Social and Industrial 

Conditions 
a. extent of territory. 

1. Note the boundaries of the United States. 

2. What states have since been formed from the regions 

unsettled in 1790? 

3. Westward movement of population; routes of travel. 

B. FINANCIAL CONDITIONS. 

C. LIFE IN COUNTRY AND CITY. 

1. Lack of conveniences. 

2. Country roads; means of transportation. 

3. Taverns. 

D. CULTURE AND EDUCATION — SCHOOLS, NEWSPAPERS, BOOKS, ETC. 
£. INDUSTRIAL LIFE. 

1. Various employments. 

2. Slavery and its effects. 

3. Importance of cotton and tobacco. 

F. MANNERS AND CUSTOMS IN GENERAL. 

References: 

McMaster, Brief History of the United States, Chap. XVII. 

McMaster, School History of the United States, Chap. XIV. (An 
excellent treatment.) 

Scudder, New History of the United States, pp. 209-214. 

Eggleston, History of the United States, Chaps. XXXIV-XXXV. 

McMaster, History of the People of the United States, Vol. I. (In- 
valuable, especially for the teacher.) 

Walker, The Making of the Nation, pp. 64-72. 

Hart, Essentials in American History, Chap. XIV. 

Hart, Formation of the Union, pp. 137-141. 

Sparks, Expansion of the American People, Chaps. III-V. 

Wright, Industrial Evolution, Chap. X. 

Topic III. Founding of the New Government; Period of 
Supremacy of the Federalists 

A. administrations of GEORGE WASHINGTON, 1789-1797. 

I. Election and inauguration of the first President. (Read 
Schouler, History of the United States, Vol. I, pp. 84-90; 
McMaster, People of the United States, Vol. I.) 



AMERICAN HISTORY ill 

2. Organization of the new government. 

a. The first Cabinet; number of Departments organized and 

names of appointees. 

b. The Supreme Court. 

c. The first meeting of Congress. 

3. Financial difficulties to be overcome. 

a. Foreign debts due to France, Holland, and Spain, 

$11,700,000. 

b. The domestic or home debt due to Americans, $42,000,000. 

c. State debts owed by the various States, $21,500,000. 

d. The question whether or not the nation should assume 

and pay the State debts. Why should they? 

e. What is meant by "funding" all these debts? How was 

it done? 
/. Condition of the currency, 
(i) Lack of coin. 

(2) Variety of coinage, English, Spanish, French. 

(3) The United States Bank. 

(4) Establishment of a mint. 

4. How revenues were obtained to provide for these debts and pay 

running expenses of the government. 

a. Duties on imported goods, or a "tariff." 

b. Internal revenue or "excise" tax. Note the difference 

between the two kinds of revenue mentioned in a 
and b. 

c. A "sinking fund." What is meant by it? 

5. Alexander Hamilton and his work in bringing about these 

measures. (See Lodge, Alexander Hamilton.) 

6. Foreign affairs. 

a. Relations with Great Britain. 

(i) Violations of the treaty of 1783 by both nations. 

(2) The beginning of the French Revolution and 

the resulting war between England and 
France. 

(3) How the people of the United States were 

divided in their sympathies; the Genet affair. 



112 AMERICAN HISTORY 

(4) Washington's proclamation of neutrality. 

Teacher should read it and discuss it with 
the class. (See Macdonald, Documents, 
p. 112.) 

(5) Great Britain seizes our ships and impresses our 

seamen; preparations for war. 

(6) Jay's treaty and how it was received in America. 
b. Relations with Spain. 

(i) The question of the navigation of the Mississippi. 

(2) Boundary of West Florida settled. What 

started that dispute? 

(3) Pinckney's treaty of 1795. 

7. The Whisky Insurrection and how it illustrated the new power 

of the national government. 

8. Trouble with the Indians. 

a. The westward movement of population and beginning of 

settlements in the Northwest Territory. 

b. The expedition of General Harmar. 

c. The disastrous campaign of General St. Clair and how it 

affected Washington. 

d. General Anthony Wayne's victory at Maumee and the 

treaty of Greenville. 

9. Admission of new states and their geographical location and 

significance with respect to slavery. 

10. The presidential election of 1796. Washington's Farewell 

Address and some of its important suggestions. Extracts 
should be read to the class by the teacher. (See Old South 
Leaflets, No. 4-) 

11. Development of poHtical parties during this period. 

B. ADMINISTRATION OF JOHN ADAMS. 

I. Adams's services to the nation. 

a. His part in the Declaration of Independence. 

b. Commissioner to England; treaty of 1783. 

c. His personality and pecuharities; how they injured his 

work and the welfare of the Federalist party. 



AMERICAN HISTORY II3 

2. Our relations with France. 

a. How Adams's election was regarded in France. 

b. Treatment received by our envoys to France. 

c. The "X Y Z" affair and how it affected the Americans; 

preparations for war. 

d. A new treaty negotiated with France. What change in 

government had taken place in that country? 

3. The Alien and Sedition Laws and their effect on pohtical parties. 

a. Give some of the provisions of each set of laws. 

b. The Virginia and Kentucky Resolutions; the beginning 

of the doctrine of Nullification. 

c. How these laws injured the Federalists. 

4. Election of 1800. 

a. Split in the Federalist party. 

b. Candidates of each party. 

c. Why the election was thrown into the House of Repre- 

sentatives. 

d. How Jefferson was finally elected. 

C. TOPICS FOR CLASS DISCUSSION. 

1. What evidences of strife between different geographical sections 

have you noticed? 

2. Was Washington justifiable in issuing the proclamation of 

neutrality in view of the treaty of 1778? 

3. What is meant by "strict construction" and "loose construc- 

tion" of the Constitution? 

4. What trouble was likely to grow out of the doctrines laid down 

in the Kentucky and Virginia Resolutions? To what political 
condition would they necessarily bring any nation? 

5. What do you consider to have been the most important results 

of the supremacy of the Federalists? 

6. Who, in your estimation, was the greatest statesman of this 

period? Give reasons for your answer. 

References for Pupils: 

McMaster, Brief History of the United States, pp. 222-235. 
McMaster, School History of the United States, pp. 197-215. 

BLISS, HIST. — 8 



114 AMERICAN HISTORY 

Eggleston, New Century History 0} the United States, pp. 199-215. 
Scudder, New History of the United States, pp. 202-208, 221-229. 
Eggleston, Household History of the United States, Chaps. XXXVI, 

XXXVII. 
McMaster, History of the People of the United States, Vol. II. 
Sparks, The Men Who Made the Nation, Chaps. V-VII. 
Brooks, Historic Americans, pp. 86-129. 
Herbert, Washington: His Homes. 
See biographies of Washington cited under Topic V, Seventh Grade. 

For Teachers: 
Hart, Essentials in American History, Chaps. XV, XVI. 
Walker, The Making of the Nation, Chaps. V-VIII. 
Hsii-t, Formation of the Union, pp. 137-175. 
Channing, Students^ History of the United States, Chap. VII. 
Stanwood, History of the Presidency, Chaps. II-IV. 
Elson, Side Lights on American History, Vol. I, Chaps. Ill, IV. 
Foster, A Century of American Diplomacy, Chap. IV. 
Bassett, The Federalist System. 
Dewey, Financial History of the United States, Chap. IV. 

Sources: 

Caldwell and Persinger, Source History of the United States. 

Macdonald, Documents, Nos. 6-23. 

Old South Leaflets, First Series, Nos. 4, 10, 38, 74, 76. 

Hart and Channing, American History Leaflets, No. 15. 
■ Hart, Source Book of American History, No. 73. 

Hart, American History told by Contemporaries, Vol. Ill, Part V. 

Preston, Documents, pp. 277, 283, 295. 

Topic IV. Westward Expansion and Struggle for Commercial 
Independence; Period of the Supremacy of the Republicans 

A. administrations of THOMAS JEFFERSON, 180I-1809. 

I. Election of Jefferson. 

a. The long contest in the House of Representatives. 

b. Effect of the contest. (See amendment XII of the 

Constitution.) 



AMERICAN HISTORY 115 

2. Sketch of Jefferson and his public services. Contrast him with 

Burr, the Vice President. 

3. Growth and expansion of the West. 

a. Business developments, new industries. 

b. The cotton gin and its effects. A good topic for special 

report. 

c. The steamboat, special report. 

d. The "New West." (Read accounts of Daniel Boone 

and other frontiersmen.) 

e. Purchase of Louisiana, a special study. 

(i) What nation explored and began to colonize 
this territory? 

(2) What nation got possession of it after the French 

and Indian Wars? 

(3) How did France get it back again? 

(4) Why did the United States want any of the 

territory? 

(5) How did it happen that we finally got it all? 

(6) Why did France wish to sell it? Who was 

ruler of France at this time? 

(7) Note the geographical boundaries of the prov- 

ince. 

(8) How much did we pay for it? 

Special References: 

Brief History, pp. 241-245; Sparks, Expansion, Chaps. XV-XVII; 
Mowry, Territorial Growth, Chap. Ill; Drake, The Making of the 
Great West, pp. 17 1-2 14. 

/. Explorations of the West. 

(i) Lewis and Clark's expedition. This is a good 

subject for a special report. 
(2) Discoveries and adventures of Zebulon Pike. 

4. Reforms in government. 

a. State reforms. 

h. Reforms in the national government. 

5. Reelection of Jefferson. 

6. The Burr-Hamilton duel. . 



Ii6 AMERICAN HISTORY 

7. The Burr conspiracy. 

8. Beginnings of the struggle for commercial independence. 

a. War with Tripoli. 

h. War between England and France; how it affected our 
commerce. 

(i) The Berlin and Milan Decrees. 
(2) The British Orders in Council. See to it that 
pupils get a clear idea just what was the 
purpose of above edicts and how they dam- 
aged the United States. 

c. Impressment of American seamen by the British. 

d. The affair of the Leopard and the Chesapeake. 

e. How the United States tried to retaliate on England. 

(i) The Long Embargo. 

(2) The Non-intercourse Act. 

B. ADMINISTRATIONS OF JAMES MADISON, 1809-1817. 

1. Sketch of Madison's pubHc life; his work in estabhshing the 

Constitution. 

2. Relations between the United States and Great Britain. 

a. The Erskine treaty. 

h. Macon Bill No. 2 and its results. 

c. Affair of the Little Belt and the President. (Read 

School History, p. 230.) 

d. Influence of new men, particularly Clay and Calhoun. 

e. Declaration of war against Great Britain, June, 181 2. 

What war was going on in Europe at this time? 

3. Trouble with western Indians; battle of Tippecanoe and victory 

gained by General William Henry Harrison. 

4. Madison reelected. 

5. The War of 1812. See suggestions in regard to the study of the 

Revolutionary War. Very few movements or incidents of 
the War of 181 2 need be studied in detail. Study all the 
movements in connection with the geography of the country. 
a. The war along the Canadian frontier in 181 2. 

(i) Three armies and their objective points. 
(2) Hull's invasion of Canada and surrender of 
Detroit. 



i 



AMERICAN HISTORY 1 17 

(3) American defeat at Queenstown (near Niagara). 

(4) Fate of the eastern expedition. 

b. Along the Canadian frontier, 18 13. 

(i) Massacre of Americans at Frenchtown. 

(2) Defense of Fort Meigs by General Harrison. 

(3) Heroic defense of Fort Stephenson by Major 

George Croghan. 

(4) Perry's great victory on Lake Erie and its 

effects on the war. (Read James G. Per- 
cival's poem, "Perry's Victory" in Persons, 
Our Country.) 

(5) Battle of the Thames; death of Tecumseh, the 

Indian leader at Tippecanoe. 

(6) Destruction of York (Toronto) by the Ameri- 

cans. 

c. On the frontier of Canada, 18 14. 

(i) Capture of Fort Erie. 

(2) Victory of Lundy's Lane and Chippewa. 

(3) Americans finally driven from Canada. 

(4) Repulse of the British at Plattsburg Bay on 

Lake Champlain. 

d. Fighting along the Atlantic coast. 

(i) Blockade of the coast. 

(2) Washington captured and public buildings 

burned, 1814. 

(3) Attack on Baltimore; bombardment of Fort 

McHenry; writing of "The Star-spangled 
Banner," 1814. 

(4) General Jackson's great victory at New Orleans, 

January 8, 181 5. 

e. War on the ocean. 

(i) Contrast between the American and British 
navies. 

(2) The fight between the Constitution (Old Iron- 
sides) and the Guerriere. (Read Holmes's 
''Old Ironsides,'^ in Persons, Our Country.) 



Il8 AMERICAN HISTORY 

(3) The fight between the United States and the 

Macedonia. 

(4) The Wasp and the Frolic. 

(5) The Hornet and the Peacock. 

(6) The Enterprise and the Boxer. 

(7) The Chesapeake and the Shannon. 

f. Terms of the treaty of peace. 

g. How the sentunent in the United States was divided. 

Why New England opposed the war. The Hartford 
Convention. 
h. General results of the war. 

C. TOPICS FOR CLASS DISCUSSION. 

1. Contrast Washington and Jefferson and show that they repre- 

sented different pohtical and social ideals. 

2. What was actually the most influential cause of the purchase of 

Louisiana? To what section of the country was it of the most 
importance? 

3. Why do we call this period the "Struggle for Commercial In- 

dependence"? 

4. Would it have been a good idea for the United States to have 

formed an alliance with Great Britain against France and 
thus have prevented the War of 181 2? 

5. How do you account for the splendid victories of the Americans 

on the ocean? How do they compare with the battles on 
land? 

6. How was the war of any benefit to the United States since the 

treaty did not seem to settle any of the important matters in 
dispute? 

References for Pupils: 

McMaster, Brief History of the United States, pp. 234-263. 
McMaster, School History of the United States, pp. 215-240. 
Eggleston, New Century History of the United States, Chaps. XXXII- 

XXXVI. 
Scudder, New History of the United States, pp. 230-252. 
Baldwin, The Conquest of the Old Northwest, pp. 217-229. (Tecum- 

seh and Tippecanoe.) 



AMERICAN HISTORY II 9 

Kingsley, Story of Lewis and Clark. 

McMaster, History of the People of the United States, Vols. Ill, IV. 

Bolton, Famous American Statesmen, pp. 1-132. 

Brooks, Historic Americans, Chaps. VIII-XIII. 

Eggleston, History of the United States and Its People, Chaps. 

XXXVIII-XLIII. 
Sparks, Expansion of the American People, Chaps. XVI, XVII. 
Mowry, Territorial Growth. 
Merwin, Thomas Jeferson. 

Drake, The Making of the Great West, pp. 162-211. 
Lighton, Lewis and Clark. 
Thwaites, Daniel Boone. 
For Teachers: 
Hart, Essentials in American History, Chap. XVII. 
Hart, Formation of the Union, pp. 155-222. 
Channing, Students^ History of the United States, pp. 295-345. 
Walker, The Making of the Nation, Chaps. IX-XIII. 
Roosevelt, Winning of the West, Vol. IV. 
Foster, A Century of Diplomacy, Chaps. VI, VII. 
McCaleb, The Aaron Burr Conspiracy. Gives also a good account 

of westv/ard expansion. 
Elson, Side Lights, Vol. I, Chap. V (Fulton), Chap. VI (Lewis and 

Clark). 
Babcock, The Rise of American Nationality. 
Brooks, The First Across the Continent (Lewis and Clark). 
Roosevelt, The Naval War of 181 2. 
Burgess, The Middle Period, Chap. I. 
Walker, The Making of the Nation, pp. 168-273. 
Curtis, The True Thomas Jefferson. 
Charming, The Jefersonian System. 
Schouler, History of the United States, Vol. II. 

Topic V. Industrial and Social Development erom 1790 to 18 15 
A. RISE of the west. 

I. Routes and modes of travel westward. 

a. The Erie Canal. 

h. Turnpikes. 

c. Steamboats. 



120 AMERICAN HISTORY 

2. Territory settled between the Appalachian Mountains and the 

Mississippi River. 

3. Territories organized and new states admitted. Note the loca- 

tion north and south of Mason and Dixon's line and the Olii'; 
River. 

4. Political importance of the growing West. 

B. DEVELOPMENT OF INDUSTRIES. 

1. Effect of the War of 181 2 on manufacturing and commerce. 

2. Growth of protective tariff sentiment. 

3. Products of the various sections, North, South, and West. 

a. Manufacturing in New England. 

b. Cotton beginning to be "King" in the South; importance 

of slavery. 

c. The West mainly agricultural and grazing, producing 

"raw materials." 

d. The Middle States diversified, combining mining, manu- 

facturing, and agriculture. 

C. BANKING AND FINANCES. 

1. Recall the history of Hamilton's Bank of the United States. 

2. Expiration of its charter; why there was opposition to renew- 

ing it. 

3. Establishment of many state banks and the effect on money 

matters. 

4. Revival of the United States Bank in 1816. 

D. SOCIAL LIFE AND CUSTOMS; CONTRASTS BETWEEN VARIOUS SEC- 

TIONS. 

References: 

McMaster, Brief History of the United States, Chap. XXI. 
McMaster, School History of the United States, Chaps. XIX, XX.I, 

XXII. 
Eggleston, New Century History of the United States, Chap. XXVIIL 
Hart, Essentials in American History, pp. 289-301. 
Scudder, New History of the United States, pp. 269-276. 
Hart, How Our Grandfathers Lived (Source Reader No. 3). 



AMERICAN HISTORY 121 

Sutcliffe, Robert Fulton and the Clermont. 
McMaster, History of the People of the United States, Vol. IV. 
Sparks, Expansion, pp. 88-270. 

Drake, The Making of the Great West, pp. 153-168, 198-214. 
Taussig, Tariff History of the United States, pp. 1-108. 
Drake, The Making of the Ohio Valley States, pp. 93-255. 
Hubert, Men of Achievement Inventors, Chaps. II, III. 
Elson, Side Lights on American History, Vol. I, Chap. V (Fulton). 
Coman, Industrial History of the United States, pp. 129-216. 
Wright, Industrial Evolution, Chaps. X, XI. 
Roosevelt, Winning of the West, Vols. Ill, IV. 
Hinsdale, The Old Northwest, Chaps. XVI, XVII. 
Dewey, Financial History of the United States, Chaps. VI, VII. 
Semple, American History and Its Geographical Conditions, Chaps. 
IX-XIII. 

Topic VI. Period of Industrial and Political Reorganization; 
The Era of Good Feeling 

A. Monroe's administrations, 1817-1825. 

1. Election of Monroe; beginning of "Era of Good Feeling" and 

why it was brought about. 

2. Commercial and financial affairs. 

a. Period of speculation after the war. 
h. Lack of uniform currency. How did this disturb busi- 
ness? 

c. Competition of EngHsh goods after the war. 

d. Protective tariffs. 

e. The panic of 1819-1820, the first panic in the history of 

the United States. 

3. The purchase of the Floridas. {Brief History, p. 276.) 

a. Dispute between Spain and the United States concern- 
ing boundary of West Florida. What started this dis- 
pute? 

h. Jackson's raids into Florida and the results. 

c. Why the United States wanted the Floridas. 

d. Purchase of the Floridas, 1819. 



122 AMERICAN HISTORY 

4. The Missouri Compromise. 

a. Importance of slavery to the South. 

b. Why slavery became more important to the South and 

gradually disappeared from the North. Was it be- 
cause the Northern people thought it was wrong? 
(See Fiske, Critical Period, pp. 71-76; Channing, 
Students^ History, pp. 227, 269.) 

c. The question of admission of Maine and Missouri to 

counterbalance each other, 

d. The exact provisions of the Compromise. 

e. Effects of the discussion on the country. 

5. The Monroe Doctrine. 

a. Revolution of Spanish-American states. 
h. Why the United States was friendly to them and quickly 
acknowledged their independence. 

c. The "Holy Alliance" of certain nations of Europe and 

what this "Alliance" stood for. 

d. Spain applies to the Holy Alliance for help to reconquer 

her revolted colonies. 

e. Attitude of England on the question. 

/. Monroe's famous message of 1823 and its "Monroe 
Doctrine." Get at least three clear-cut provisions of 
this Doctrine. 

g. Effects of this message. 

6. The Russian treaty of 1824, one of the effects of the Monroe 

Doctrine. 

7. Lafayette's visit to the United States. A good topic for a 

special report. (See Burton, Story of Lafayette; Elson, Side 
Lights, Vol. I, Chap. X; Schouler, Vol. Ill, p. 316.) 

8. Election of 1824; contest in the House of Representatives be- 

tween friends of Jackson, Adams, and Clay. 

B. ADMINISTRATION OF JOHN QUINCY ADAMS, 1825-1829. 

1. Personal characteristics and public services of John Quincy 

Adams. How did he resemble his father? 

2. Beginnings of new political parties. 

a. Disappearance of the old Federalist party. 

h. Change in front of the Republican party of Jefferson. 



AMERICAN HISTORY 123 

c. Beginning of a new "Democratic" party of Jackson and 

the "Whig" party. 

d. New subjects of dispute between parties. 

(i) Protective tariff. 

(2) Internal improvements. 

(3) Slavery. 

(4) United States Bank. 

3. The "Tariff of Abominations" of 1828 and its effects on the 

presidential election. 

4. The first Pan-American Congress. What does this phrase 

mean? Do you know when the last one was held? 

5. Presidential election of 1828; triumphant election of Jackson. 

C. TOPICS FOR CLASS DISCUSSION. 

1. Of what value would Florida have been to the United States in 

case of war with a foreign nation? 

2. Was General Jackson justifiable in his invasion of Florida and 

his actions there? 

3. Can you give some reasons for calling this a period of readjust- 

ment? 

4. What do you really understand by the Monroe Doctrine? Give 

an illustration of how it might be applied at the present time. 

5. Does the national government now make appropriations to aid 

"internal improvements"? Give an example. 

6. What is the difference between a tarif for revenue and a tarif 

for protection? Which seems to you the more desirable for 
your section of the country? 

7. Has the United States a right to prevent Germany from estab- 

lishing a colony in South America? 

8. What political subjects of that time are still discussed by 

political parties? Which have disappeared? 

References for Pupils: 

McMaster, Brief History of the United States, pp. 271-287. 
McMaster, School History of the United States, pp. 259-265. 
Eggleston, New Century History of the United States, Chap. XXXVII. 
Scudder, New History of the United States, pp. 261-287. 



124 AMERICAN HISTORY 

Burton, Story of Lafayette. 

McMaster, History of the People of the United States, Vol. IV. 

Brooks, Historic Americans, pp. 188-217. 

Sparks, Expansion, Chap. XVIII. 

Mowry, Territorial Growth, Chap. IV. 

Johnston, American Politics, pp. 89-108. 
For Teachers: 

Hart, Essentials in American History, pp. 298-315. 

Hart, Formation of the Union, pp. 220-262. 

Channing, Students' History of the United States, pp. 349-374. 

Turner, Rise of the New West. 

Schouler, History of the United States, Vol. III. 

McMaster, With the Fathers, pp. 1-54. (Monroe Doctrine.) 

Elson, Side Lights on American History, Vol. I, Chaps. VIII-X. 

Burgess, The Middle Period, Chaps. I-VI. 

Rhodes, History of the United States from the Compromise of 1850, 
Chap. I (Growth of Slavery). 

Wilson, Division and Reunion, to p. 115. 

Foster, Diplomacy, Chaps. VII, XII. 

Dewey, Financial History, Chaps. VII, VIII. 

Taussig, Tarif History, pp. 68-102. 
Sources: 

Caldwell and Persinger, Source History. 

Hart, American History told by Contemporaries, Vol. Ill, Part VII. 

Hart, Source Book of American History, No. 91. 

Hart and Channing, American History Leaflets, No. 4. 

Old South Leaflets, First Series, No. 56 (Monroe Doctrine). 

Macdonald, Documents, Nos. 34, 35-41. 

Johnston, American Orations, Vol. I. 

Topic VII. The New Democracy; New Parties and New 
Political Questions 

A. THE "JACKSONIAN EPOCH," 1829-1837. 

1. Growing confidence of the people at large in their political power 

and ability. 

2. General Jackson, the "People's Idol"; how he represented this 

new idea of democracy. 



AMERICAN HISTORY 1 25 

3. Jackson's inauguration. 

4. The "Spoils System." What has now taken its place? Show 

how the new plan operates in your own locality. 

5. States' Rights and NuUification. 

a. Dissatisfaction of the South, especially South Carolina, 

with the high, protective tariff. 

b. The southern idea as set forth by John C. Calhoun. (For 

this "exposition," see Johnston, American Orations, 
Vol. I, p. 321.) 

c. The great debate on States' Rights and Nationalism 

between Webster and Hayne. Read to the class ex- 
tracts from Webster's speech, particularly the perora- 
tion. (See Johnston, Orations, Vol. I, pp. 233-302; 
Bryan, World^s Famous Orators, Vol. IX, No. II.) 

d. The new tariff law of 1832; objections to it in the 

South. 

e. The "Ordinance of Nullification" passed by South 

Carolina. 
/ Jackson's views on Nullification; "The Union, it must 

be preserved!'' 
g. The compromise tariff of 1833 and the Force Bill. 
h. South Carolina repeals the Ordinance. 
i. Effect of the whole controversy on the country. 
Teachers should endeavor to make clear to the pupils the two 
opposite doctrines of States' Rights and Nationalism as developed 
during this controversy. This is much more important than the 
details of the various tariff laws. 

6. Reelection of Jackson, 1832. 

a. The Anti-Masonic party. 

b. The first national nominating convention held in 1831. 

7. Jackson's financial policies and his war on the United States 

Bank. 

a. Brief review of the history of the bank. 

b. Jackson's reasons for opposing it. 

(i) Too much financial power in the hands of a few 
rich men. 



126 AMERICAN HISTORY 

(2) Danger of officers of the bank meddling in 

politics. 

(3) Unconstitutionality of the bank. 

c. Veto of the charter. 

d. Removal of deposits; first appearance in history of 

Roger B. Taney. What did this "removal" really 
mean? 

e. Resolutions of censure adopted by the Senate and Sena- 

tor Benton's "expunging" resolution. 
/. Distribution of surplus revenue among the States causes 

an era of speculation. 
g. Jackson's celebrated specie circular and its effects. 

What is specie? Where did Jackson get the legal 

right to issue such an order? 
h. The national debt wiped out. 

8. Antislavery movements. 

a. Formation of new antislavery societies. 

h. Documents opposing slavery excluded from the mails. 

c. Abolitionists mobbed in the North. 

d. John Quincy Adams' battle for the right of petition and 

opposition to the gag law. 

9. The campaign of 1836, election of Van Buren. 

B. ADMINISTRATION OF MARTIN VAN BUREN, 1837-184I. 

1. The panic of 1837, causes and effects. 

2. The "independent treasury" system. 

3. Political discontent; growth of the Whig party. 

4. Trouble with Canada; the Carolina affair. 

5. The "Log Cabin" presidential campaign of 1840. (Read 

McMaster, History of the People of the United States, Vol. VI, 
pp. 550-588.) 

C. THE HARRISON-TYLER ADMINISTRATION, 1841-1845. 

1. Sketch of General Harrison; his death soon after inauguration. 

2. Who was Tyler and why was he selected by the Whig party as 

Vice President? 



AMERICAN HISTORY 1 27 

3. Quarrel between Tyler and the Whig leaders. 

a. Veto of bank biU. 

h. Disagreement on tariff measures. 

c. Resignations of his cabinet. 

4. The Webster- Ashburton treaty; settlement of the northeastern 

boundary of the United States and other disputes. 

5. Question of the annexation of Texas, how it affected the presi- 

dential election of 1844. The details of the Texas matter 
should be left for discussion in connection with the opening 
of the next main topic, viz. "Territorial Expansion and Ex- 
tension of Slavery." 

6. The Dorr Rebellion and its significance. (See Brief History, 

p. 312; NerdD Century History, p. 270; Hart, Essentials, p. 354.) 

D. TOPICS FOR CLASS DISCUSSION. 

1. What do you understand by the "New Democracy" of this 

period? 

2. Is there anything to be said in defense of the spoils system? 

In what way is the civil service a great improvement? 

3. Whom do you consider to have been the greatest statesman of 

this period? Why do you think so? 

4. What connection was there between slavery and the annexation 

of Texas? 

5. What change was gradually coming over the spirit of the North 

in regard to slavery? 

6. Which was the new Whig party more like, the old Federalists or 

the old Republicans? 

7. What is meant by the government's maintaining a "specie 

basis" for the currency? 

8. What was meant by the expression, "Fifty-four-forty or fight" 

as used in the campaign of 1844? 

9. What is your opinion of Jackson as a man and as a statesman? 

10. What Presidents thus far have been elected largely because of 

their war records? 

11. What resemblance do you notice between Jackson and Harrison 

as typical Americans of the time? 



128 AMERICAN HISTORY 

References for Pupils: 

McMaster, Brief History of the United States, Chap. XXIII. 

McMaster, School History of the United States, pp. 300-317. 

Eggleston, New Century History of the United States, pp. 262-271. 

Scudder, New History of the United States, pp. 288-303. 

Johnston, American Politics, pp. 109-139. 

Hapgood, Daniel Webster. 

Elson, Side Lights on American History, Vol. I, Chap. XII (Log 

Cabin campaign). 
Bolton, Famous American Statesmen, pp. 133-267. 
Sparks, The Men Who Made the Nation, Chaps. VIII-X. 
Brooks, Men of Achievement, Statesmen, Chaps. I-III. 
Brown, Andrew Jackson. 
Elliott, Sam Houston. 

For Teachers: 

Hart, Essentials in American History, pp. 316-359. 

Burgess, The Middle Period, Chaps. VIII-XII. 

MacDonald, Jacksonian Democracy. 

Hart, Slavery and Abolition. 

Wilson, Division and Reunion, pp. 2-1 15. 

Stanwood, History of the Presidency, Chaps, XII-XVI. 

Taussig, Tar if History, pp. 102-115. 

Dewey, Financial History, Chaps. IX, X. 

Schouler, History of the United States, Vol. IV. 

Peck, The Jacksonian Epoch. 

Lodge, Daniel Webster. 

Sumner, Andrew Jackson. 

Bruce, Life of General Houston. 

Sources: 
Johnston, American Orations, Vol. I. 
Bryan, The World's Famous Orations, Vol. IX, pp. 3-23. 
Macdonald, Documents, Nos. 44-68. 
Caldwell and Persinger, Source History. 

Hart and Channing, American History Leaflets, Nos. 10, 24, 30. 
Old South Leaflets, First Series, Nos. 78-81, 106. 



AMERICAN HISTORY 1 29 

Hart, Source Book of American History, Nos. 94-101. 

Hart, American History told by Contemporaries, Vol. Ill, Part VIII. 

Messages and documents of the Presidents. 

Topic VIII. Progress of the Country from 1820 to 1840 

A. POPULATION AND TERRITORY. 

1. Increase in population. 

2. Foreign immigration. 

3. Movement of population westward. 

4. States admitted and territories organized. 

5. Note what portion of the West was settHng up the most rapidly. 

6. Disposition of the pubhc lands. 

7. The Indian question. 

8. Explorations of the West; overland routes. 

B. TRANSPORTATION AND COMMUNICATION. 

1. The era of canal building. 

2. Overland highways. 

3. Early railroads. 

4. Mail transportation. 

5. Beginnings of express companies. 

C. GROWTH OF manufacturing; BEGINNINGS OF THE FACTORY 

SYSTEM. 

1. Mechanical inventions. 

2. Agricultural machinery introduced; beginnings of great factories. 

3. The labor question; strikes and trade unions. 

D. REFORM MOVEMENTS. 

1. Antislavery societies. 

2. The Owenite Communities. 

3. Origin of Mormonism. 

4. Anti-rent wars in New York. 

E. EDUCATION; LITERARY PROGRESS; BOOKS AND NEWSPAPERS. 

References: 

McMaster, Brief History of the United States, Chap. XXIV. 
McMaster, ScJiool History of the United States, pp. 279-292. 

BLISS, HIST. — 9 



130 AMERICAN HISTORY 

Eggleston, New Century History of the United States, Chaps. 

XXXVIII, XLIII. 
McMaster, History of the People of the United States, Vols. V, VI. 
Hart, Essentials in American History, pp. 323-329, 332-334 and 

especially Chap. XXII. 
Sparks, Expansion of the American People, Chaps. XX-XXIV. 
Wright, Industrial Evolution, Chap. XI. 
Clarke and others. The American Railway. 
Wilson, Division and Reunion, Chap. I, pp. 102-112. 

Topic IX. Territorial Expansion and Extension of Slavery 
A. folk's administration, 1845-1849. 

1. The principal planks of the platform on which Polk was elected. 

Which was the real, sincere issue? 

2. The settlement of the Oregon Question. 

a. Review the history of the Oregon territory. 

h. Look up on the map the extent of territory between the 

forty-ninth parallel and the parallel of fifty-four-forty. 

What province now occupies this territory? 

c. How did the line of fifty-four-forty originate? See 

Russian treaty of 1824. 

d. How had the Oregon country been occupied since 181 8? 

e. What stirred up the United States to active measures to 

secure the territory? Look up the story of Marcus 
Whitman and the migration of Americans to the 
valley of the Columbia. (See Schafer, History of the 
Pacific Northwest, pp. 137-195, or Mowry, Marcus 
Whitman.) 

f. Terms of the treaty of 1846. 

3. The Mexican War. 

a. The annexation of Texas and disputes with Mexico 

which followed. Read the story of the war of the 
Texans with Mexico before the annexation, especially 
the account of the siege of the Alamo and the battle 
of San Jacinto. (See Bruce, Life of General Houston.) 

b. How the war began; Taylor's occupation of the disputed 

territory. 



AMERICAN HISTORY 131 

c. Battles of Palo Alto and Resaco de la Palma. 

d. Capture of Monterey (Mexico). (Read Hoffman's 

"Monterey," in Persons, Our Country. 

e. Advance of Taylor; battle of Buena Vista. (Read 

Whittier's " The Angels of Buena Vista.") 
/. Conquest of New Mexico and California. 

(i) Commodore Jones' premature capture of Mon- 
terey, California. 

(2) Kearney's march across the continent from 

•Missouri to California, taking possession of 
New Mexico on the way. 

(3) The "Bear Flag" episode; Fremont assists the 

Americans. 

(4) Commodore Sloat takes permanent possession 

of Monterey, the capital of California, July 7, 
1846. 

(5) Stockton and Fremont at San Diego. 

(6) Kearney's disastrous fight at San Pasqual, San 

Diego County. 

(7) Revolt of the Californians at Los Angeles. 
g. Campaign of General Winfield Scott in Mexico. 

(i) Capture of Vera Cruz. 

(2) Battles of Cerro Gordo and Jalapa. 

(3) Scott's long wait at Puebla. 

(4) Victory at Contreras and storming of Churu- 

busco. 

(5) Victory of Molino del Rey. 

(6) Storming of heights of Chapultepec and trium- 

phal entry into Mexico, September 14, 1847. 
h. Terms of the treaty of peace, the treaty of Guadaloupe- 
Hidalgo. What territory was acquired? Notice how 
it lies with respect to the Missouri compromise line 
of 1820. 
How this acquisition of territory affected the slavery question. 
a. The Wilmot Proviso and the discussion it produced. 
h. Should the new territory be slave or free? 
c. How it affected the presidential campaign of 1848. 
The tariff of 1846. 



132 AMERICAN HISTORY 

B. THE TAYLOR-FILLMORE ADMINISTRATION, 1849-1853 

1. The presidential campaign of 1848; causes of Taylor's great 

popularity. 

2. Question of the admission of California and the Compromise 

Act of 1850. 

a. Discovery of gold in California and rapid increase of 
population. A good theme for a special report. (See 
books on California in reference list at close of topic. 
See Brief History, pp. 324, 325.) 

h. Why Congress delayed the admission of California. 

c. California estabhshes a state government on her own 

responsibility. 

d. How the number of slave and free states balanced at 

this time. 

e. Clay proposes a compromise. 

/. The five provisions of the "Omnibus Bill" as it was 

finally adopted. 
g. Temporary effect of the compromise on the country. 

3. Death of President Taylor; succeeded by Fillmore. 

4. Enforcement of the fugitive slave law and effect on the North. 

5. Publication of Uncle Tom's Cabin and its effects. 

6. The presidential campaign of 1852. (See Brief History, p. 332.) 

C. Pierce's Administration, 1853-1857. 

1. Growth of abolition sentiment in the North; work of Wendell 

Phillips, William Lloyd Garrison, and others. 

2. Growth of proslavery sentiment in the South illustrated by 

filibustering expeditions and the "Ostend Manifesto." Note 
that the natural tendency towards expansion and acquisition 
of territory on the part of the whole American people had 
much to do with these movements. 

3. The Kansas-Nebraska Act. 

a. Look up the unorganized territory of the Louisiana pur- 

chase. 

b. What law applied to slavery in this region? 

c. Stephen A. Douglas's Kansas-Nebraska bill. Why was 

it called by the double title? 



AMERICAN HISTORY 133 

d. Provisions of the bill. 

e. Debate in Congress over the bill. Note the men who 

were prominent in the debate — Douglas, Chase, 
Seward, Sumner, etc. 
/. Effect of the passage of the bill on the North; forma- 
tion of a new Republican party in Michigan, 1854. 

4. The struggle for Kansas. 

a. The rush to the new territory of Kansas from the North 

and the South. 

(i) The New England Emigrant Aid Society. 

(2) Towns founded by the two parties. 

(3) Difference in purpose of immigrants — those 

from the North permanent, from the South 
largely temporary. 

b. How elections were carried at first and Kansas was 

declared to be a slave territory. 

c. The Topeka free-state constitution. 

d. Attitude of the National government towards the two 

parties. 

e. The border war in Kansas. 

5. Effect of the agitation of the slavery question 

a. Personal hberty laws in the North. 

b. The "Underground Railroad." 

c. Strife in Congress; Brooks's attack on Sumner. 

d. Breaking up of old parties. 

6. Campaign of 1856. 

a. The new Republican party and its candidate. 

b. \Vhat the new party actually stood for. 

c. The Know-Nothing party. 

d. The Democratic party and its candidate for the presi- 

dency. 

D. Buchanan's AoanNiSTRATiON, 1857-1861. 

1. Public life of James Buchanan. 

2. The slavery question. 

a. The Dred Scott decision and its effects on the country. 
Note exactly what part of this decision so aroused 



134 AMERICAN HISTORY 

the antislavery people. Where have we heard of 
Chief Justice Taney before? 
b. Continuation of the struggle for Kansas. 

(i) The Le Compton Constitution and how it was 
adopted. This should be made clear to 
pupils, for upon this question the Democratic 
party divided and the election of Lincoln was 
made possible, thus determining the whole 
course of history at that critical time. 

(2) The debate in Congress on the question of the 

admission of Kansas under the Le Compton 
Constitution. 

(3) Douglas's attitude in this matter; how it affected 

his future career. 

3. The Lincoln-Douglas debates and the effect on Lincoln's career. 

4. John Brown's raid on Harper's Ferry and its effects on the 

North and the South. (Read Whittier's "Brown of Ossawa- 
tomie " or Stedman's "How Old John Brown Took Harper's 
Ferry," in Poems of Patriotism, p. 116.) Both of these repre- 
sent the emotional view. No rational excuse can be offered 
for this foolish enterprise. The most sensible explanation 
of the aff'air is that the old man had become somewhat insane 
on the question of abolition. He died like a martyr, as many 
other primitive reformers have done before. We should not 
permit ourselves to imitate him by becoming hysterical. He 
was an extreme type on one side, that was all. 

5. Foreign affairs; Perry's expedition to Japan. 

6. Presidential campaign of i860. 

a. The Republican party, its platform and its candidate 

for President. 

b. The spht in the Democratic party; two candidates 

nominated. 

c. The Constitutional Union party and its candidate, 

d. How the votes were distributed. 

7. Effect of the election of Lincoln. (See Brief History, pp. 351-355.) 

a. Secession of South Carolina, December 20, i860, fol- 
lowed by that of six other states. 



AMERICAN HISTORY 135 

b. Attitude of Buchanan towards secession; his theory of 

"no coercion." 

c. Efforts to compromise. 

d. Organization of the "Confederate States of America" 

at Montgomery, Alabama, February 4, 1861. (See 
Brief History, p. 351.) 

E. TOPICS FOR CLASS DISCUSSION. 

1. What opinion have you formed of the justice of the Mexican 

War? 

2. How did the method by which Cahfornia got into the Union 

differ from the ordinary method? Did any other State have 
a similar experience? 

3. Can you see how the compromise of 1850 might be said to have 

repealed the Missouri Compromise? 

4. What other motive did the South have for the acquisition of 

territory besides the extension of slavery? 

5. In what respects were the free-state people in Kansas to blame 

for the state of affairs? 

6. Name four or five events that may be called the important 

steps leading to the Civil War. 

7. Show that Abraham Lincoln and James Buchanan represented 

different types of men, different social and poKtical classes 
of thinkers, and dift^erent sections of the country. 

8. Show that the decision in the Dred Scott case really is entirely 

reasonable when applied to any slave. 

9. Can you understand why Webster shifted his political position 

in these later days? 

10. Give a few arguments for and against "Popular Sovereignty." 

Give an illustration of this doctrine from the history of 
New England. 

11. State your understanding of Lincoln's views at this time on 

the question of slavery. Note, as the history proceeds, how 
his views grew stronger and more practical as the war pro- 
gressed. 

12. What difference in the mode of nominating candidates for the 

presidency was there between the Republicans and Demo- 



136 AMERICAN HISTORY 

crats that led to the spht in the Democratic convention? 
What effect did it have on the election? 

13. Make two lists of States admitted to the Union from 1790 to 

i860, the one showing the States north of Mason and Dixon's 
line, the other, those south of that line. What is the sig- 
nificance of these hsts? 

14. What illustrations of the doctrine of nullification and secession 

had occurred in the United States before this time? 

References for Pupils: 

McMaster, Brief History of the United States, pp. 318-339. 
McMaster, School History of the United States, Chaps. XXIV-XXV. 
Eggleston, New Century History of the United States, pp. 274-289, 

294-307. 
Scudder, New History of the United States, pp. 301-323, 338-353. 
Eggleston, History of the United States, Chaps. XLVII-L. 
Sparks, Expansion of the American People, pp. 301-351. 
Sparks, The Men Who Made the Nation, Chaps. XI-XII. 
Bolton, Famous American Statesmen, pp. 268-306. 
Haaren and Poland, Famous Men of Modern Times, pp. 316-325. 

(Abraham Lincoln.) 
Brooks, Historic Americans, Nos. XVIII, XX-XXIII. 
Chesnutt, Frederick Douglass. 

For Teachers: 
Hart, Essentials in American History, pp. 359-410. (A very good 

treatment.) 
Channing, Students^ History of the United States, Chaps. XI, XII. 
Schouler, History of the United States, Vol. V. 
Wilson, Division and Reunion, pp. 11 7-193. 
Garrison, Westward Expansion. 
Chadwick, Causes of the Civil War. 
Smith, Politics and Slavery. 
Rhodes, History of the United States, Vols. I, II. 
Burgess, The Middle Period, from Chap. XII to end of volume. 

(This is a very satisfactory treatment in small space.) 
Mowry, Territorial Growth, pp. 85-163. 
Ladd, War with Mexico. 



AMERICAN HISTORY 137 

Spring, Kansas. 

Royce, California. 

Taussig, Tariff History, pp. 109-154. 

Stanwood, History of the Presidency, Chaps. XVII-XX. 

Dewey, Financial History of the United States, Chap. XI. 

Foster, A Century of Diplomacy, Chap. IX. 

Powell, Nullification and Secession in the United States. 

Davis, Charles Sumner. 

Linn, Horace Greeley. 

Hapgood, Abraham Lincoln. 

Persons, Our Country. 

Schafer, History of the Pacific Northwest. 

Mowry, Marcus Whitman. 

Matthews, Poems of Americatt Patriotism. 

Sources: 
Johnston, American Orations, Vols. II, III. 
Bryan (Editor), The World's Famous Orations, Vol. IX. 
Hart, Source Book 071 American History, Chaps. XVI, XVII. 
Hart, American History told by Contemporaries, Vol. IV, Parts II, 

III. 
Macdonald, Docmnents, Nos. 72-97. 
Hart and Channing, American History Leaflets, Nos. 2, 10, 12, 17, 

18, 23, 26. 
Old South Leaflets, Nos. 82-85. 
Caldwell and Persinger, Source History. 
Messages and documents of the Presidents. 

Topic X. Social aI'TO Industrial Conditions, i 840-1 860 
A. population and its distribution. 

1. Foreign immigration, its nationality and distribution. Note 

that very few foreigners located in the South. Why? 

2. Admission of new states and formation of territories; balance 

between the North and the South. 

3. Relative population of the free and the slave states; the num- 

ber of slaves. 

4. City and country population. 



138 AMERICAN HISTORY 

B. EDUCATION AND CULTURE. 

1. Schools and colleges. 

2. Books and literature. 

C. INDUSTRIES. 

1. Development of the "factory system" in the North. What is 

meant by the "factory system"? 

2. Contrast between the North and the South in occupations. 

What effect did this have upon the people? Why were there 
no factories in the South? 

3. Inventions and improvements in machinery. 

a. The telegraph and the Atlantic cable. This is a good 

subject for a special report. 
h. The sewing machine. 

c. Harvesting machines. A biography of Cyrus McCor- 

mack is good reading for a boy. 

d. The rubber industry. 

e. Other inventions and discoveries. 

4. Transportation. 

a. Proposed Pacific railroads. 

b. Railroad development in the East. Note that most of 

the railroads were in the North, and that the trunk 
lines extended mainly east and west instead of north 
and south. What effect did this have? (See School 
History, p. 384; Brief History, pp. 331, 353.) 

c. Steamship service. 

d. Postage, express companies, etc. 

5. What was the effect of slavery on the industrial development of 

the South? 

References for Pupils: 

McMaster, Brief History of the United States, Chap. XXVH. 

McMaster, School History of the United States, Chap. XXVI. 

Eggleston, New Century History of the United States, Chap. XLIII. 

Scudder, New History of the United States, Chap. XIX. 

Wright, Industrial Evolution, pp. 143-158. 
• Eggleston, History of the United States, Chap. XLVI, 



AMERICAN HISTORY 139 

Sparks, Expansion of the American People, Chap. XXX. 
McMaster, History of the People of the United States, Vol. VI. 
Mowry, Territorial Growth, Chaps. V-VII. 
Hubert, Men of Achievement, pp. 99-177. 

For Teachers: 
Hart, Essentials in American History, Chap. XXVII. 
Clarke and others, The American Railway. 
Wilson, Division and Reunion. 

Dewey, Financial History of the United States, Chap. XI. 
Coman, Industrial History of the United States, Chaps. VII, VIII. 
Garrison, Westward Expansion. 
Semple, American History and Geographic Conditions, Chaps. XIV, 

x\t:i. 

Brigham, Geographic Influences in American History, Chap. VI. 
Topic XI. Lincoln's AomNiSTRATiON and the Civil War 

A. THE CALM BEFORE THE STORM. 

1. Lincoln's inauguration. Read some extracts from his first in- 

augural address. What seemed to be his attitude? (See 
Hart and Channing, American History Leaflets, No. 18.) 

2. Efforts to compromise fail. 

3. Lincoln's cabinet. 

4. The seizure of Federal property by the southern states. 

5. The poHcy of the new administration. 

B. THE CIVIL WAR. 

Teachers and pupils should always call things by their proper 
names. The seceding states organized the "Confederate States of 
America," hence the soldiers of the South should be called the " Con- 
federates." The North remained in the original Union and retained 
the old Federal government, hence the soldiers of the North are to 
be designated as ''Union" or "Federal" troops. No significant 
historical fact should be blinked, but all prejudice and partisanship 
should be strictly avoided in all teaching of history. 

I. A comparison between the resources and readiness of the North 
and the South. 



I40 AMERICAN HISTORY 

2. The capture of Fort Sumter by the Confederates and its 

effects on the North and the South. (Read Thomas Bu- 
chanan Read's ''The Brave at Home," in Poems of Patriot- 
ism, p. 155; also Stoddard's "Twilight on Sumter," in 
Poems of Patriotism, p. 228.) 

3. Lincoln's call for volunteers and the response. (Read Julia 

Ward Howe's "Battle Hymn of the Republic," in Poerris of 
Patriotism, p. 145.) 

4. The question of the border states, Kentucky, Missouri, and 

Maryland, and how they were held in the Union. 

5. The dividing line between the North and the South extending 

from Washington to the mouth of the Ohio. Look this up 
on a map. 

6. The three important purposes of the Federals. 

a. To drive the Confederate line southward and capture 

Richmond. 

b. To open up the Mississippi from source to mouth. 

c. To blockade the Confederate ports completely and thus 

reduce the South to a point of starvation. 
Notice how almost all the campaigns centered around 
one of these purposes. 

7. The military campaigns should be studied, each as a distinct 

movement with some particular purpose in view, according 
to the following list of topics. Very few details of battles 
should be learned. The main purpose is to build up in the 
minds of the pupils clear mental pictures of the geographical 
setting of the campaigns, the general movements of armies, 
the locations of great battles, and to develop an apprehen- 
sion of the significance of whatever event or series of events 
is being studied. The topics following are elaborated into a 
complete outhne of the Civil War below. A list of topics is 
given here so that teachers whose time or equipment will not 
permit the use of the more complete outline may at a glance 
be able to follow at least the general plan. 

a. War in Missouri to save that state to the Union. 

h. War in West Virginia, rise of McClellan, and the forma- 
tion of a new State. 



AMERICAN HISTORY 14I 

c. Battle of Bull Run, the beginning of a movement 

against Richmond, which ingloriously failed. 

d. War in the West; rise of Grant; the Confederate line 

driven southward; the Mississippi opened above and 
below Vicksburg. 

e. The first Peninsular campaign of the Army of the Poto- 

mac; McClellan's successes and failures. 

/. Lee's first raid across the Potomac; battle of Antietam 
and its significance. 

g. The Emancipation Proclamation and its effects. 

h. Lee's second invasion of the North; the Gettysburg 
campaign. 

i. The opening of the Mississippi; Grant's Vicksburg cam- 
paign. 

j. Operations in the West; Grant's Chattanooga campaign 
and Sherman's march to the sea. 

k. Grant's ''hammering" campaign around Richmond; the 
battles of the Wilderness and the siege of Peters- 
burg. 

I. The war on the ocean, particularly — 
(i) Blockade of the coast. 

(2) The southern cruisers of which the Alabama 

was a type. 

(3) Use of gunboats on inland waters. 
8. Military campaigns of the Civil War. 

a. War in Missouri. 

(i) Battles of Belmont, Boonville, Pea Ridge, Wil- 
son's Creek. 
(2) Work of General Nathaniel Lyon. (Read Win- 
ston Churchill, The Crisis.) 
h. War in West Virginia. 

(i) Battles of Rich Mountain and Carrick's Ford; 

work of McClellan. 
(2) West Virginia formed into a State and admitted 
to the Union. 
c. Battle of Bull Run and its effects, 



142 AMERICAN HISTORY 

d. War in the West, 1862. 

(i) Forts Donelson and Henry, their location, sig- 
nificance, and capture by the Federals. 
Grant's rise to eminence. 

(2) New Madrid and Island No. 10. 

(3) Confederates' new line- battle of Shiloh or Pitts- 

burg Landing. 

(4) Capture of Fort Pillow, Corinth, and Memphis 

by the Federals; the Mississippi opened to 
Vicksburg. 

(5) Farragut's capture of New Orleans. 

(6) The Confederate line by June, 1862; Knoxville, 

Chattanooga, luka, Holly Springs, etc. 

(7) Bragg's raid across Tennessee and Kentucky; 

his defeat at Perrysville. 

(8) luka and Corinth. 

(9) Battle of Murfreesboro. 

(10) Great Federal commanders developed during 
these campaigns in the West. 

e. The battle between the Merrimac and the Monitor. 

f. The first Peninsular campaign of the Army of the 

Potomac. 

(i) Battle of Ball's Bluff. 

(2) McClellan's organization of the Army of the 

Potomac. (Read Beer's ''All Quiet along 
the Potomac," in Stedman, American An- 
thology, p. 454; Gayley and Flaherty, Poetry 
of the People, p. 344.) 

(3) Plan of the campaign against Richmond. (See 

Brief History, p. 361.) 

(4) Jackson's raid down the Shenandoah Valley, 

its purposes and results. Study the geog- 
raphy of this region. Notice how near the 
mouth of the Shenandoah is to Washington. 

(5) McClellan moves against Richmond; battle of 

Fair Oaks. Lee succeeds Johnston in com- 
mand of the Confederate army of Virginia. 



AMERICAN HISTORY 143 

(6) The "Seven Days' Fight"; McClellan forced 

back to Harrison's Landing on the James 
River. (Read Stedman's "Kearney at Seven 
Pines," in Persons, Our Country.) 

(7) Army of the Potomac transported to the Poto- 

mac River; end of the Peninsular campaign. 
g. Lee's first raid across the Potomac, 
(i) Battle of Cedar Mountain. 

(2) Second Battle of Bull Run; Lee crosses into 

Maryland. 

(3) The battle of Antietam and its significance. 

(4) Removal of McClellan and appointment of 

Burnside; battle of Fredericksburg. 

(5) Conditions at close of 1862; effect in the North 

and the South of the Federalist failure in 
the Peninsular campaign. 
h. The Emancipation Proclamation. 

(i) Notice that it was strictly a war measure. 

(2) Where did the President get his authority to 

issue such a proclamation? (See Constitu- 
tion of the United States, Art. II, Sec. 2.) 

(3) What was the ostensible purpose of the proc- 

lamation? 

(4) What was the fundamental purpose? 

(5) What was the immediate effect? The perma- 

nent effect? 
i. Lee's second invasion of the North; the Gettysburg cam- 
paign. 

(i) Changes in commanders of the Army of the 
Potomac. 

(2) Hooker's defeat at Chancellorsville; Meade suc- 

ceeds him in command. 

(3) Lee again crosses the Potomac with the Fed- 

eral army in pursuit. 

(4) The decisive battle of Gettysburg. A special 

study of this battle with a map of the battle 



144 AMERICAN HISTORY 

field would be effective. (See Rhodes, Vol. 

IV, pp. 270-298.) 
(5) Effect of this great victory. (Rea.d Bret 

Harte's "John Burns at Gettysburg," in 

Persons, Our Country.) 
j. Opening of the Mississippi; Grant's Vicksburg campaign, 
(i) The Confederate line at the beginning of 1863. 

(2) Grant's failure to open a canal. Study the 

local geography of the situation and find out 
exactly how this canal would have aided 
Grant. 

(3) Grant defeats Johnston and Pemberton and 

takes Port Gibson. 

(4) Siege and capture of Vicksburg; the Mississippi 

opened for its whole length; the Confederacy 
cut in two. Note that Vicksburg was sur- 
rendered the day after the third day's battle 
at Gettysburg. 
k. Operations in the West. 

(i) Battle of Chickamauga. 

(2) Grant's victory at Chattanooga; the "battle 

above the clouds." Grant made Lieutenant 
General and Commander in Chief of all the 
Federal armies. 

(3) Sherman's march to the sea, its purposes and 

effects. 

(4) Sheridan's victories in the Shenandoah valley. 

(Read Thomas Buchanan Read's "Sheridan's 
Ride," in Persons, Our Country.) 
I. Grant's "hammering" campaign around Richmond. 

(i) Grant takes personal command of the Army of 
the Potomac. 

(2) Battles of the Wilderness. 

(3) Battles of Spottsylvania and Cold Harbor. 

(4) Grant's change of plans; siege of Petersburg. 

(5) Capture of Richmond; surrender of Lee at 

Appomattox. 



AMERICAN HISTORY 145 

9. The war on the ocean. 

a. Comparison between the Federal and Confederate navies 

at the outset. 

b. Blockade of southern ports. 

c. The Trent affair and its effects on our relations with 

England. (Read Lowell's "Jonathan to John," in 
Poems of Patriotism, p. 161.) 

d. Confederate cruisers and blockade runners. 

e. The light between the Alabama and the Keavsarge. 

Read an account of the settlement of the "Alabama 

claims" in 1871. (See Brief History, p. 391.) 
/. Operations along the coast; capture of Confederate 

forts and enforcement of the blockade. What effect 

did this have upon our relations with England? (See 

School History, p. 411.) 
g. Operations on inland waters, rivers, lakes, etc. Work 

of the famous gunboats under such commanders as 

Farragut, Porter, and Foote. 
h. The Merrimac and the Monitor; introduction of a new 

type of battleship. 

10. Finances of the war; how the enormous sums of money neces- 
sary were obtained. This is a somewhat difficult topic, but 
it should be made as clear as possible. 

a. Direct taxes laid upon the states. 

b. Raising of tariff duties. 

c. Internal revenue taxes. 

d. Issuing of paper money. 

€. Issuing of United States bonds. What is the difference 
between a bond and a treasury note? 

f. Scarcity of small change; how this was remedied. Is a 

paper dollar real money? 

g. Establishment of the national banking system. Notice 

that this plan has no resemblance to Hamilton's 

Bank of the United States. 
h. Cost of the war. 
i. Distress and poverty in the South. 

BUSS, HIST. — 10. 



146 AMERICAN HISTORY 

11. Loss of life in the war. (See Dodge, Bird's-Eye-View of Our 

Civil War.) 

12. Political affairs during the war. 

a. European nations acknowledge the "belligerency" of 

the Confederate States of America. Let the teacher 
explain clearly of what advantage this was to the 
South, and also the difference between acknowledg- 
ing its "belligerency" and its "independence." (See 
a textbook on International Law, or an encyclopedia.) 

b. Effect of the Trent affair. 

c. Presidential election of 1864; candidates and their plat- 

forms. 

13. Assassination of President Lincoln and its effects on the whole 

country. (Read Whitman's, "0 Captain I My Captain!" 
in Persons, Our Country.) 

C. TOPICS FOR DISCUSSION. 

I. What were the two fundamental causes of the war? What do 

you consider the most important immediate cause? What is 

the difference between an immediate and 2i, fundamental cause? 

"2. Trace the military movements of Grant and Lee respectively 

throughout the war. 

3. Why were many Englishmen favorable to the South? 

4. Why was the region of the Potomac the scene of so many great 

battles? 

5. Of what great assistance was California to the Union during 

the war? 

6. Aside from the fighting qualities of both sides, what finally made 

it certain that the Federal armies would win? 

References for Pupils: 

McMaster, Brief History of the United States, pp. 355-384. 
McMaster, School History of the United States, pp. 382-424. 
Eggleston, New Century History of the United States, Chaps. XLVI- 

LII. 
Scudder, New History of the United States, pp. 353-386. 



AMERICAN HISTORY 147 

Eggleston, History of the United States, Chaps. L-LVIII. 

Wilson, Division and Reunion, pp. 213-254. 

Frothingham, Sea Fighters, pp. 335-396 (Farragut). 

Brooks, Historic Americans, pp. 335-353, 369 to close of volume. 

Hubert, Men of Achievement, Chap. VII (Ericsson). 

Bolton, Famous American Statesmen, pp. 268-360. 

Sparks, The Men Who Made the Nation, Chaps. XI, XII. 

Headley, John Ericsson. 

White, Robert E. Lee. 

Wister, Ulysses S. Grant. 

Church, Ulysses S. Grant. 

For Teachers: 

Hart, Essentials tn American History, Chaps. XXVIII-XXX. 

Channing, Students^ History of the United States, pp. 482-530. 

Schouler, History of the U^iited States, Vol. VI. 

Hosmer, The Appeal to Arms. 

Rhodes, History of the United States, Vols. III-V. (This is prob- 
ably the best authority for the teacher.) 

Hosmer, Outcome of the Civil War. 

Dodge, A Bird's-Eye-View of Our Civil War. 

Burgess, The Civil War and the Constitution. 

Dunning, Essays on the Civil War and Reconstruction. 

Dewey, Financial History, Chaps. XII, XIII. 

Semple, American History and Its Geographical Conditions, Chap. 
XIV. 

Brigham, Geographic Influences in American History, Chap. VII. 

Taussig, Tarif History, pp. 155-170. 

Townsend, Analysis of Civil Government. 

Stanwood, History of the Presidency, Chaps. XX-XXII. 

Laughhn, Political Economy, pp. 303-306, 336-345; 359-363. 

Davis, International Law. 

Wilson and Tucker, International Law. 

Foster, A Century of Diplomacy, Chap. X. 

Livermore, Numler and Losses in the Civil War. 

Garland, General Grant. 

See biographies of Lincohi cited under Topic IX. 



148 AMERICAN HISTORY 

Sources: 
Hart, Source Book of American History, Nos. 1 16-126. 
Hart, American History told by Contemporaries, Vol. IV. 
Hart, Source Readers in American History, No. IV. 
Macdonald, Select Statutes, Nos. 2-6, 19, 21-27, 30, 37. 
Hart and Charming, American History Leaflets, Nos. 18, 26. 
Caldwell and Persinger, Source History. 
Messages and documents of the Presidents. 

Topic XII. Period of Reconstruction 

A. ADMINISTRATION OF ANDREW JOHNSON, 1865-1869. 

1. Personality and public life of Johnson. 

2. Questions that confronted the country after the war; adoption 

of the Thirteenth Amendment to the Constitution. 

3. Lincoln's plan for reconstructing the southern states followed 

by Johnson. Get a clear idea of the important features of 
this plan. 

4. The split between Johnson and Congress. 

a. Concerning reconstruction. 
h. The Civil Rights Bill. 
c. Tenure-of-office Act. 

5. The Congressional plan of reconstruction; how it differed from 

Johnson's; question of the Fourteenth Amendment to the 
Constitution. 

6. Adoption of the Amendment. 

7. Impeachment of President Johnson. 

8. Overthrow of Maximilian's Empire in Mexico. 

9. Purchase of Alaska. 

10. Laying of the Atlantic cable. 

11. Presidential election of 1868. 

B. grant's ADMINISTRATIONS, 1869-1877. 

1. Grant's personality and military record. 

2. The adoption of the Fifteenth Amendment. Get a clear notion 

of the essentials of the Thirteenth, Fourteenth, and Fifteenth 
Amendments, 



AMERICAN HISTORY 149 

3. Conditions in the South after the war. 

a. Effect of the Fifteenth Amendment on negroes. 
h. The coming of the "Carpetbaggers." 

c. Organization of the Ku-Klux Klan; its first purposes and 

how it was made an instrument for evil. (Read 
Page's novel, The Red Rock, for an interesting and 
fair presentation of the whole situation.) 

d. The Force Bill and federal interference with elections in 

the South. 

4. Rise of the Liberal Repubhcans; the Grant-Greeley campaign; 

reelection of Grant. 

5. Foreign relations. 

a. Proposed annexation of San Domingo. 

h. Settlement of the Alabama Claims; the Geneva Award. 

Compare this tribunal with the Hague Tribunal. 

What does this development seem to forecast? 

c. Revolt in Cuba; American citizens and property injured; 

the affair of the Virginia. 

d. Anti-Chinese agitation. 

6. Political corruption. (See Hart, Essentials, p. 507.) No great 

stress should be laid on this phase of political life, yet young 
students should be led not to blink the truth and also to see 
that reform always follows an era of corruption. 

a. Natural effects of a prolonged war. 

b. The "Credit Mobilier" and what it signified. 

c. The "Whisky Ring." 

d. The "Salary Grab." 

e. Impeachment of Secretary of War. 

7. Financial matters. 

a. Panic of 1873, causes and effects. 

b. The rise of the Greenback party and what it stood for. 

c. Resumption of specie payments. 

What is meant by specie payments? 

8. Centennial Exposition of 1876. 

9. Campaign of 1876; candidates and platforms; the long contest 

and decision by the Electoral Commission. 



150 AMERICAN HISTORY 

C. TOPICS FOR DISCUSSION. 

1. What errors do you see in the manner in which the South was 

treated after the war? 

2. What pohtical doctrine of the United States was put into prac- 

tice in the Maximihan affair. 

3. In case of the impeachment of the President how is he tried? 

4. How has the purchase of Alaska proved beneficial? 

5. What is really meant by "reconstruction"? 

6. What effect did the war have on business? What kind of 

business in particular? 

References for Pupils: 

Not much material relating to reconstruction suitable for pupils 
of this grade has been published and it is probably unnecessary to 
expect any reading outside of the various textbooks available. 

McMaster, Brief History of the United States, pp. 385-392, 404-407. 

McMaster, School History of the United States, pp. 426-432, 437-447. 

Eggleston, New Century History of the United States, pp. 356-367. 

Scudder, New History of the United States, pp. 387-396. 

Wilson, Division and Reunion, Chaps. XI, XII. 

Hart, Essentials in American History, pp. 491-510. 

Channing, Students^ History of the United States, pp. 536-549. 

For Teachers: 

See histories cited under Topic XI, especially Rhodes, Burgess, 
and Dunning. By this time teachers should be familiar with the 
best general references. 

Stevenson, Maximilian in Mexico. 

Dunning, Essays on the Civil War. 

Topic XIIL Period of Industrial Development and Social 

AND Political Readjustment 
A. development of the country from i860 TO 1896. 
I. Development of the West. 

a. New states admitted and territories organized. 

b. Mineral wealth of the New West. 

c. Overland trails and transportation. 



AMERICAN HISTORY 1 51 

d. Agriculture, the prairies, wheat fields, cornlands, etc. 

e. Trouble with the Indians. 

2. Mechanical progress; use of scientific discoveries in industrial 

pursuits; invention of labor-saving machinery. 

3. Industrial combinations, corporations, and trade-unions. 

4. Railroad construction. 

5. Immigration. 

a. Gradual change that took place in nationahty and 

character of immigrants. 
h. Distribution of immigrants; tendency to congregate in 

the cities. 

6. Why the cities grew faster than the country. 

B. HAYES'S ADMINISTRATION, 1877-1881. 

1. End of the Carpetbag rule in the South; withdrawal of Federal 

troops. 

2. Business depression of 1877; railroad strikes. 

3. Agitation begun for free coinage of silver; the Bland- Allison BiU. 

4. The Anti-Chinese agitation; Dennis Kearney and the "Sand- 

lotters." Note that a new constitution for CaHfornia con- 
taining radical anti-Chinese provisions was adopted at this 
time, in 1879. 

5. Campaign of 1880; nomination and election of Garfield. 

C. THE GARFIELD-ARTHUR AD51INISTRATI0N, 1881-1885. 

1. Garfield's pubhc services and untimely death. 

2. Anti-Chinese legislation. 

3. Civil-service reform.; the Pendleton Act. What system was 

this to replace? Give an account of the beginning of this 
objectionable system. 

4. Anti-polygamy laws. 

5. Beginnings of a new navy. 

6. Campaign of 1884. 

a. Reforms demanded, 

h. Influence of the labor question. 

c. Growth of sentiment in favor of regulation of semi- 

pubhc corporations. 

d. Success of the Democratic party and election of Grover 

Cleveland. 



152 AMERICAN HISTORY 

D. ADMINISTRATION OF GROVER CLEVELAND, 1885-1889. 

1. Sketch of Cleveland's life and public service. 

2. Important legislation during his administration. 

a. The presidential succession law. Pupils should get this 
law clearly in their minds. The Secretary of, State 
succeeds the Vice President, and the other members 
of the Cabinet in the order of the creation of their 
ofhces. 

h. Anti-Contract-Labor Law. 

c. Creation of Interstate Commerce Commission. Get the 

purpose and power of this Commission clearly in mind. 
Note that its powers have been greatly enlarged by 
recent legislation. 

d. Establishment of a Bureau of Labor. Note that this 

bureau has now been enlarged to a Cabinet depart- 
ment whose head is designated as Secretary of Com- 
merce and Labor. 

3. Question of the disposition of the surplus in the treasury. 

a. How did this surplus accumulate? 

h. Why didn't the government use it to reduce the national 

debt? 
c. Why is a surplus in the national treasury objectionable? 

4. The campaign of 1888; the principal issues; election of Ben- 

jamin Harrison. 

E. ADMINISTRATION OF BENJAMIN HARRISON, 1889-1893. 

1. Important legislation. 

a. The McKinley Tariff Bill. 

h. The Sherman Anti-Trust Act. Notice that this was 
the first national legislation against the growing power 
of the trusts and that the law has since been very 
much strengthened. 

c. The Sherman Silver Act. 

2. Political readjustments. 

a. Opposition to trusts and corporations. 
h. Formation of the Farmers' Alliance. 



AMERICAN HISTORY 153 

c. Beginnings of the People's Party, known as the "Popu- 
lists." 
3. Presidential campaign of 1892; candidates and platforms. 

F. SECOND ADMINISTRATION OF GROVER CLEVELAND, 1893-1897. 

1. The panic of 1893, causes and consequences. 

2. Repeal of the Sherman Silver Act. 

3. The Wilson Tariff Bill. 

4. The revolution in Hawaii; part taken by the United States 

marines; Cleveland's attitude. 

5. Introduction of the Australian ballot system. 

6. Trouble between Venezuela and Great Britain; action of Presi- 

dent Cleveland and results. By what right did Cleveland 
interfere? 

7. The "Free silver at the ratio of 16 to i" agitation. Presiden- 

tial campaign of 1896; election of McKinley over Bryan. 

References for Pupils: 

McMaster, Brief History of the United States, pp. 393-418. 
McMaster, School History of the United States, pp. 454-476. 
Eggleston, New Century History of the United States, pp. 367-383. 
Scudder, New History of the United States, pp. 398-417. 
Hart, Essentials in American History, pp. 511-549. 
Channing, Students^ History of the United States, pp. 549-558. 
Barrows, History of the Philippines. 
Alexander, A Brief History of the Hawaiian People. 
Stratemeyer, American Boy''s Life of William McKinley.' 
Wright, Industrial Evolution, Part III. 
Hubert, Men of Achievement, Chaps. VIII-XI, 
Wilson, Division and Reunion, Chap. XIII. 

For Teachers: 

Taussig, Tariff History, pp. 194-409. 

Laughlin, Political Economy, Chaps. X, XVII, particularly Chap. 
XXIX on Bimetallism. 

Ely, The Labor Move7nent in America. 

Alton, Among the Law Makers. A popular account of congres- 
sional operations. 



154 AMERICAN HISTORY 

Dunning, Essays on the Civil War and Reconstruction. 

Andrews, The United States in Our Oivn Times. 

Dewey, Financial History of the United States, Chaps. XIV, XV. 

Ely, Socialism and Social Reform. 

Sparks, National Development. 

Foster, A Century of Diplomacy, Chap. XI. 



Topic XIV. Period of Territorial Expansion and Industrial 
Readjustments 

A. administration of WILLIAM McKINLEY, 1897-1901. 

1. The war with Spain. 

a. Brief history of the Cuban revolts. Why the United 

States was deeply interested. 
h. Conditions in Cuba in 1 898 ; danger to American interests. 

c. Destruction of the Maine and declaration of war. 

d. Dewey at Manila. 

e. Blockade of Cervera's fleet in the harbor of Santiago, 

Cuba; trip of the battleship Oregon from San Fran- 
cisco to Florida. 

/. Incident of the sinking of the Merrimac. 

g. Battles of El Caney and San Juan. 

h. Cervera attempts to escape; destruction of his fleet. 

i. Porto Rico occupied. 

j. Manila taken; end of the war. 

k. Treaty of peace; territories acquired by the United 
States. 

2. The annexation of Hawaii. 

3. The United States a world power. 

a. Why do we now say that the United States is a world 

power? 

b. How our new possessions are governed. 

c. Effect of the Spanish War on the feeling between the 

North and the South. 

d. Effect of the war on our relations with foreign countries, 

especially China and Japan. 



AMERICAN HISTORY 155 

e. Insurrection in the Philippines; war with the FiHpinos 

led by Aguinaldo. 
/. The Boxer War in China; part taken by the United 

States. 
g. Our relations with Cuba. Try to get a clear idea of 

what power the United States has over Cuba. See 

the Piatt Amendments to our treaty with Cuba. 

4. The census of 1900. 

a. Immigration. 
h. Growth of cities. 

c. Development of industrial combinations, trusts, corpo- 
rations, etc. 

5. The "New South." 

a. Changes in occupations; more diversity than before the 

war. 
h. Production of coal, iron, lumber, fruit, etc. 

c. Manufacturing industries. 

d. Growth in railroads and population. 

e. Educational and social changes. 

6. Reelection of McKinley; his assassination; succeeded by Theo- 

dore Roosevelt. 

B. ADMINISTRATIONS OF THEODORE ROOSEVELT, 1901-1909. 

1. Roosevelt's personality and pubhc services. 

2. The reform policies. 

a. Civil Service Reform. 

h. Conservation of national resources. 

c. Government regulation of pubhc utilities, such as rail- 

roads. 

d. Government supervision over industrial combinations, 

such as corporations, trusts, etc. 

e. Honesty and decency in public and private life. 

3. The Panama Canal; special report. 

4. The Alaskan boundary and Alaskan gold mines. 

5. The war between Russia and Japan; part President Roosevelt 

took in bringing about the treaty of peace. 



156 AMERICAN HISTORY 

6. Expositions. 

a. Louisiana Purchase Exposition at St. Louis. 
h. The Lewis and Clark Centennial and Oriental Fair at 
Portland. 

c. The Jamestown Exposition. 

d. The Alaskan-Pacific Exposition at Seattle. 

7. Admission of new states. 

8. Intervention in Cuba. 

9. Reelection of Roosevelt in 1Q04. 

10. Presidential election of 1908; election of William H. Taft. 
References: 

Many of the above topics refer to matters so recent that very 
little will be found in the books pertaining to them. If back volumes 
of magazines are available much interesting information can be 
secured from them. 
For Pupils: 

McMaster, Brief History of the United States, pp. 421-434. 

McMaster, School History of the United States, pp. 476-488. 

Eggleston, New Century History of the United States, pp. 385-407. 

Scudder, New History of the United States, pp. 415-425. 

Hart, Essentials in American History, pp. 551-5S3. 

Mowry, Growth of the United States, Chaps. IX-XII. 

Sparks, Expansion of the American People, Chaps. XXXIV-XXXVI 
For Teachers: 

Andrews, The United States in Our Own Times. 

Lodge, The War with Spain. 

Hart, Foundations of As^merican Foreign Policy. 

Coolidge, The United States as a World Power. 

Latane, America as a World Power. 

Sparks, National Development. 

Topic XV. Elementary Civics 

For a full discussion of this important topic see Topic VIII, Seventh 
Grade. 



APPENDIX 



BIBLIOGRAPHY 

PRICE 

Abbott, '* Alexander, " Harper & Brothers $o. 50 

Abbott, "Alfred, " Harper & Brothers 50 

Abbott, "Henry IV, " Harper & Brothers 50 

Abbott, "Louis XIV, " Harper & Brothers 50 

Abbott, "Mary Queen of Scots, " Harper & Brothers 50 

Abbott, "Queen Elizabeth," Harper & Brothers. 50 

Abbott, "Richard I, " Harper & Brothers 50 

Abbott, "William the Conqueror," Harper & Brothers 50 

Adams, "Christopher Columbus," Dodd, Mead & Company i .00 

Adams, "Mediaeval Civilization," American Book Company 35 

Alexander, "Brief History of the Hawaiian People," American Book 

Company i . 50 

Alton, "Among the Law-Makers," Charles Scribner's Sons 1.50 

Anderson, "The Story of Extinct Civilizations of the East," D. 

Appleton and Company 35 

Andrews (Hart, editor), "Colonial Self- Government" (Vol. V, 

"American Nation"), Harper & Brothers 2 .00 

Andrews, "New Manual of the Constitution," American Book Com- 
pany I . GO 

Andrews, "Ten Boys Who Lived on the Road from Long Ago to 

Now, " Ginn and Company 50 

Andrews, "The United States in Our Own Times," Charles Scribner's 

Sons 5 . 00 

Angus, "Japan: the Eastern Wonderland," Cassell & Company i .00 

Arnold, '" Stories of Ancient Peoples," American Book Company. . . .50 
Arnold, "The Life of Benedict Arnold: His Patriotism and His 

Treason," A. C. McClurg & Co i . 50 

Asbxey, "Government and the Citizen," The Macmillan Company. .75 
AuSTLN, "Betty Alden: The First-born Daughter of the Pilgrims," 

Houghton Miflflin Company 1.25 

157 



158 BIBLIOGRAPHY 

PRICE 

Austin, "David Alden's Daughter and Other Stories of Colonial 

Times, " Houghton Mifflin Company $1 . 25 

Austin, "Standish of Standish," Houghton Mifflin Company 1.25 

Ayrton, " Child Life in Japan" (Griffis), D. C. Heath & Co 20 

Babcock (Hart, editor), "The Rise of American Nationahty" (Vol. 

XIII, "American Nation "), Harper & Brothers 2.00 

Bacon, "Henry Hudson, " G. P. Putnam's Sons i ,35 

Baldwin, " Discovery of the Old Northwest," American Book 

Company .60 

Baldwin, "Conquest of the Old Northwest," American Book Com- 
pany 60 

Baldwin, '' Old Greek Stories," American Book Company 45 

Bald\vin, "Old Stories of the East," American Book Company 45 

Baldwin, "Stories of the King," American Book Company 50 

Baldwin, "Story of Siegfried," Charles Scribner's Sons 1.50 

Baldwin, "The Story of Roland," Charles Scribner's Sons 1.50 

Bancroft, "History of the United States," 6 vols., D. Appleton and 

Company 15 . 00 

Bandini, "History of California," American Book Company 75 

Barnes, "Brief History of France," American Book Company i.oo 

Barnes, "Elementary History of the United States" (Baldwin), 

American Book Company 60 

Barrows, "History of the Philippines," Bobbs-Merrill Company. ... 1.20 
Bassett (Hart, editor), "The Federalist System" (Vol. XI, "Ameri- 
can Nation"), Harper & Brothers 2 .00 

Bates, "A Ballad Book," Sibley & Company 50 

Bateson, "Mediaeval England," G. P. Putnam's Sons 1.50 

Beazley, "Prince Henry the Navigator," G. P. Putnam's Sons 1.50 

Beckwith, "In Mythland," 2 vols., Educational Publishing Com- 
pany ea. .40 

Becker, "Charicles, or Illustrations of the Private Life of the Ancient 

Greeks," Longmans, Green & Co i . 25 

Beesley, "Queen EHzabeth, " The Macmillan Company 75 

Benjamin, "Persia," G. P. Putnam's Sons i . 50 

BiART, "The Aztecs: Their History, Manners and Customs," A. C. 

McClurg & Co., Chicago i . 50 

Blaisdell, " Stories from English History, " Ginn and Company 40 

Bltj'mner, "The Home Life of the Ancient Greeks," Cassell & Com- 
pany 2 . 00 

Bolton, "Famous American Statesmen," Thomas Y. Crowell & Co. .75 



BIBLIOGRAPHY 1 59 

'price 

Bolton, "Famous Voyagers," Thomas Y. Crowell & Co $ .75 

Bonner, "A Child's History of France, " Harper & Brothers 2 . 00 

Bonner, " A Child's History of Spain, " Harper & Brothers 2 . 00 

Bourne (Hart, editor), "Spain in America (Vol. Ill, "American 

Nation"), Harper & Brothers 2 .00 

Boyesen, "Boyhood in Norway," Charles Scribner's Sons 1.25 

Bradish, "Old Norse Stories," American Book Company 45 

Bradley, "General James Wolfe," The Macmillan Company 75 

Brigham, "Geographical Influences in American History," Ginn and 

Company 1.25 

Brooks, "Henry Knox," G. P. Putnam's Sons i .50 

Brooks, "Historic Americans," Thomas Y. Cro.vell & Co 1.50 

Brooks, "Men of x\chievement " (Statesmen), Charles Scribner's 

Sons 2 . 00 

Brooks, "Stories of the Old Bay State," i\merican Book Company. . .60 

Brooks, "Story of Marco Polo," The Century Co i . 50 

Brooks, "The First across the Continent," Charles Scribner's Sons. . 1.50 

Brown, "Andrew Jackson," Houghton Mifflin Company 65 

Bruce, "Life of General Houston and the Annexation of Texas," 

Dodd, Mead & Company i . 00 

Bryan (editor), "The World's Famous Orations," 10 vols., The Funk & 
Wagnalls Company. 

BuELL, "William Penn, " D. Appleton and Company 2 . 25 

Burckhardt, "Civilization of the Renaissance in Italy," The Mac- 
millan Company 4 . 00 

Burgess, "The Civil War and the Constitution," 2 vols., Charles 

Scribner's Sons ea. i . 00 

Burgess, "The Middle Period," Charles Scribner's Sons i .00 

Burton, "Story of Lafayette," American Book Company 35 

Butterworth, "The Story of Magellan," D. Appleton and Com- 
pany 1 . 50 

Butterworth, "The Wampum Belt," D. Appleton and Company. . 1.50 
Caldwell and Persinger, "A Source History of the United States," 

Ainsworth & Co., Chicago i . 25 

Campbell, "Story of Little Jan the Dutch Boy," Educational Pub- 

Hshing Company 25 

Campbell, "Story of Little Konrad the Swiss Boy," Educational 

Publishing Company 25 

Campbell, "Story of Little Metzu the Japanese Boy," Educational 

Publishing Company .25 



l6o BIBLIOGRAPHY 

PRICE 

Chadwick (Hart, editor), "Causes of the Civil War" (Vol. XIX, 

"American Nation"), Harper & Brothers $2 .00 

Chambers, "The Reckoning" (Novel), D. Appleton and Company 1.50 

Chance, "Little Folks of Many Lands," Ginn and Company 45 

Channing, "A Students' History of the United States," The Mac- 

millan Company i . 40 

Channing (Hart, editor), "The Jeffersonian System " (Vol. XII, 

"American Nation"), Harper & Brothers 2 .00 

Chesnutt, "Frederick Douglass," Smail, Maynard & Company, 

Boston 50 

Cheyney, "Introduction to the Industrial and Social History of 

England," The Macmillan Company i .40 

Child, "The Colonial Parson of New England," Baker & Taylor 

Company 1.25 

Church, " Carthage, " G. P. Putnam's Sons i . 50 

Church, " Pictures from Greek Life and Story, " G. P. Putnam's Sons . 1.25 
Church, "Pictures from Roman Life," D. Appleton and Company. 1.50 

Church, "Stories from Livy," Dodd, Mead & Company i . 25 

Church, " Ulysses S. Grant, " G. P. Putnam's Sons i . 50 

Churchill, "The Crisis" (Novel), The Macmillan Company i .50 

Churchill, "The Crossing" (Novel), The Macmillan Company i . 50 

Clarke and others, "The American Railway," Charles Scribner's 

Sons 3 . 00 

Clarke, "The Cid Campeador," G. P. Putnam's Sons i .50 

Clarke, "The Story of Aeneas, " American Book Company 45 

Clarke, "The Story of Troy," American Book Company 60 

Clodd, "Story of the Alphabet," D. Appleton and Company.. 35 

Clodd, "The Story of Primitive Man," D. Appleton and Company. .40 

Coffin, "Old Times in the Colonies," Harper & Brothers 2.00 

CoMAN, "Industrial History of the United States," The Macmillan 

Company 1.25 

Cooke, "Stories of the Old Dominion," American Book Company. . .60 

Cooke, "Virginia," Houghton Mififlin Company i . 25 

CooLiDGE, "The United States as a World Power," The Macmillan 

Company 2 . 00 

CoRBETT, "Sir Francis Drake," The Macmillan Company 75 

Cox, "The Crusades," Charles Scribner's Sons i .00 

Craft, "Hawaii Nei, " Godfrey H. S. Wieners i . 50 

Creasy, "Fifteen Decisive Battles of the World," New Edition with 

Additions, Harper & Brothers 1.25 



BIBLIOGRAPHY l6l 

PRICE 

Creighton, "The Age of Elizabeth," Charles Scribner's Sons $i.oo 

Curtis, "The True Thomas Jefferson," J. B. Lippincott Company. 2.00 
D'AuBiGNE, "The Story of the Reformation," E. P. Button and 

Company 150 

Davis, "Charlemagne," G. P. Putnam's Sons i . 50 

Davis, " Charles Sumner, " Dodd, Mead & Company i . 00 

Davis, "Treatise on International Law, Including American Diplo- 
macy," Keefe-Davidson Law Book Co., St. Paul, Minn 3 • 50 

Day, "The Social Life of the Hebrews," Charles Scribner's Sons. . . 1.25 
Dewey, "Financial History of the United States," Longmans, Green 

& Co 2 . GO 

Dodge, "A Bird's-Eye-View of Our Civil War," Houghton Mifflin 

Company i . 00 

Dodge, "Hans Brinker, or the Silver Skates," Charles Scribner's 

Sons I ■ 50 

Dodge, "The Land of Pluck," The Century Co i .50 

Dole, "The Young Citizen, " D. C. Heath & Co 45 

Dopp, "The Early Cave Men," Rand, McNally & Company 45 

Dopp, "The Later Cave Men," Rand, McNally & Company 45 

Dopp, "The Place of Industries in Elementary Education," Univer- 
sity of Chicago Press i . 00 

Dopp, "The Tree Dwellers," Rand, McNally & Company 45 

Drake, "Burgoyne's Invasion," Lothrop, Lee & Shepard Co 50 

Drake, "The Border Wars of New England," Charles Scribner's 

Sons I • 50 

Drake, "The Making of the Great West," Charles Scribner's Sons, i . 50 
Drake, "The Making of New England," Charles Scribner's Sons. 1.50 
Drake, "The Making of the Ohio Valley States," Charles Scribner's 

Sons 1 . 50 

Drake, "The Making of Virginia and the Middle Colonies," Charles 

Scribner's Sons i . 50 

Du Chaillu, "In African Forest and Jungle," Charles Scribner's 

Sons I • 50 

Dunn, "The Community and the Citizen, " D. C. Heath & Co 75 

Dunning, "Essays on the Civil War and Reconstruction," The Mac- 

millan Company 2 . 00 

Dunning (Hart, editor), "Reconstruction, Pohtical and Economic" 

(Vol. XXII, " Am^erican Nation ") , Harper & Brothers 2 . 00 

Dutton, "Little Stories of England," American Book Company. 
Dutton, "Little Stories of France," American Book Company 40 

BUSS, HIST. — IZ. 



l62 BIBLIOGRAPHY 

PRICE 

DuTTON, "Little Stories of Germany," American Book Company. . $ .40 

Dye, "The Conquest" (Novel), A. C. McClurg & Co i .50 

Earle, "Colonial Days in Old New York," Charies Scribner's Sons, i . 25 
Earle, "Costumes of Colonial Times," Charies Scribner's Sons. ... 1.25 
Earle, "Curious Punishments of Bygone Days," Duffield & Com- 
pany 1 . 50 

Earle, "Customs and Fashions of Old New England," Charles 

Scribner's Sons 1.25 

Earle, "The Sabbath in Puritan New England," Charles Scribner's 

Sons 1.25 

Earle, "Two Centuries of Costumes, " The Macmillan Company .... 5 . 00 

Eastman, "Indian Boyhood," Doubleday, Page & Company i .60 

Eastman, "Old Indian Days," Doubleday, Page & Company i .50 

Eggleston, "A First Book in American History," American Book 

Company 60 

Eggleston, " A History of the United States and Its People," 

American Book Company i . 05 

Eggleston, "History of the United States and Its People" (formerly 

Household History), D. Appleton and Company 2 . 50 

Eggleston, "Life in the Eighteenth Century," The A. S. Barnes 

Company i . 20 

Eggleston, "New Century History of the United States," American 

Book Company i . 00 

Eggleston, "Stories of American Life and Adventure," American 

Book Company 50 

Eggleston, "The Beginners of a Nation, " D. Appleton and Company i . 50 

Elliott, "Sam^Houston," Small, Maynard & Company 50 

Elson, "History of the United States," 5 vols.. The Macmillan Com- 
pany 7.50 

Elson, "Side Lights on American History," 2 vols., The Macmillan 

Conipany ea. 75 

Elton, " The Story of Sir Francis Drake, " E. P. Dutton and Company . 50 

Ely, "Sociahsm and Social Reform," Thomas Y. Crowell & Co 1.50 

Ely, "The Labor Movement in America, " The Macmillan Company i . 25 

Emerton, "Erasmus," G. P. Putnam's Sons i .50 

Emerton, "Introduction to the Study of the Middle Ages," Ginn 

■ and Company 1.12 

Firth, "Oliver Cromwell and the Rule of the Puritans in England," 

G. P. Putnam's Sons i . 50 

Firth, "Stories of Old Greece," D. C. Heath & Co 30 



BIBLIOGRAPHY 163 

PRICE 

Fisher, "Outlines of Universal History," 3 vols., American Book 

Company ea. $1 . 00 

Fisher, "The Colonial Era," Charles Scribner's Sons 1 .00 

Fisher, "The Making of Pennsylvania," J. B. Lippincott Company i .50 
Fisher, "The True History of the American Revolution," J. B. 

Lippincott Company 2 . 00 

Fisher, "The True William Penn," J. B. Lippincott Company. . . . 2.00 

FiSKE, "A History of the United States, " Houghton Mifflin Company i . 00 
Fiske, "Old Virginia and Her Neighbors," 2 vols., Houghton 

Mifflin Company 2 . 00 

Fiske, "The American Revolution," 2 vols., Houghton Mifflin 

Company ea. 2 . 00 

Fiske, "The Beginnings of New England," Houghton Mifflin Com- 
pany 2 . 00 

Fiske, "The Critical Period," Houghton Mifflin Company 2.00 

Fiske, "The Discovery of America," 2 vols., Houghton Mifflin Com- 
pany ea. 2 . 00 

Fiske, " The Dutch and Quaker Colonies in America, " 2 vols., Hough- 
ton Mifflin Company ea. 2 . 00 

Fiske, "The War of Independence," Houghton Mifflin Company. . .75 
Fiske-Irving, "Washington and His Country," Ginn and Com- 
pany 60 

Fletcher, "Indian Story and Song," Small, Maynard & Company, i . 25 

Ford, "The Many-sided Franldin, " The Century Co 3 . 00 

Ford, "The True George Washington," J. B. Lippincott Company. 2.00 
FoRMAN, "Essentials in Civil Government," American Book Com- 
pany 60 

Foster, '^A Century of American Diplomacy," Houghton Mifflin 

Company 3 • 50 

Fox, "Indian Primer," American Book Company 25 

Freeman, "William the Conqueror," The Macmillan Company 75 

Frothingham, "Sea Fighters from Drake to Farragut," Charles 

Scribner's Sons 1.20 

Frothingham, "The Rise of the Republic of the United States," 

Little, Brown, and Company 2 . 00 

Froude, "English Seamen in the Sixteenth Century," Charles 

Scribner's Sons i • 50 

Froude, "Life and Letters of Erasmus," Charles Scribner's Sons. . . 1.50 
Garland, "General Grant: His Life and Character," Doubleday, 

Page & Company 2.25 



l64 BIBLIOGRAPHY 



PRICE 

Garrison (Hart, editor), "Westward Expansion " (Vol. XVII, 

"American Nation"), Harper & Brothers . $2 .00 

Gayley, " Classic Myths in English Literature, " Ginn and Company i . 50 
GiBBiNS, "Industrial History of England," Charles Scribner's Sons. 1.20 

Gibbon, "Life of Mahomet," Houghton Mifflin Company 60 

Gibbons, "History of Commerce in Europe," The Macmillan Com- 
pany 90 

GiLMAN, "The Saracens," G. P. Putnam's Sons i .50 

Gordon, "Patriotism in Prose and Verse," Educational Pubhshing 

Company 40 

Gray, "The Children's Crusade," Houghton Mifflin Company. ... 1.50 

Greene, " General Greene, " D. Appleton and Company i . 50 

Greene, "Legends of King Arthur and His Court," Ginn and Com- 
pany SO 

Greene (Hart, editor), "Provincial America" (Vol. VI, "American 

Nation"), Harper & Brothers 2 .00 

Grifeis, " Brave Little Holland and What She Taught Us, " Houghton 

Mifflin Company 1.25 

Griffis, "The Puritans in Their Three Homes — England, Holland, 

and America, " Houghton Mifflin Company i . 25 

Griffis, "Young People's History of Holland," Houghton Mifflin 

Company i . 50 

Grinnell, "The Story of the Indian," D. Appleton and Company. 1.50 
Guerber, "Legends of the Middle Ages," American Book Com.pany i .50 
Guerber, "Myths of Greece and Rome," American Book Company i . 50 
Guerber, "Myths of Northern Lands," American Book Company. 1.50 
Guerber, " Story of the Thirteen Colonies," American Book Company . 65 
Guerber, "Story of the Chosen People," American Book Company .60 

Guerber, "Story of the English," American Book Company 65 

Guerber, "Story of the Greeks," American Book Company 60 

Guerber, "Story of the Romans," American Book Company 60 

GuHL AND Koner, "Life of the Greeks and the Romans," Charles 

Scribner's Sons 2 . 75 

GuMMERE, "Old English Ballads," Ginn and Company 80 

Haaren and Poland, "Famous Men of Greece," American Book 

Company 50 

Haaren and Poland, "Famous Men of the Middle Ages," American 

Book Company 50 

Haaren and Poland, "Famous Men of Modern Times," American 

Book Company S^ 



BIBLIOGRAPHY 165 

PRICE 

Hale, " Spain, " G. P. Putnam's Sons $1 . 50 

Hapgood, "Abraham Lincoln: The Man of the People," The Mac- 

millan Company 50 

Hapgood, "Daniel Webster," Small, Maynard & Company 50 

Hapgood, "Paul Jones," Houghton Mifflin Company 65 

Harding, "The City of the Seven Hills," Scott, Foresman and 

Company 50 

Harding, "Essentials in Mediaeval and Modern History," American 

Book Company i . 50 

Harding, "Greek Gods, Ueroes, and Men," Scott, Foresman and 

Company 50 

Harding, "Story of the Middle Ages," Scott, Foresman and Com- 
pany 50 

Harris, "Stories of Georgia," American Book Company 60 

Hart, "American History Told by Contemporaries," 4 vols., The 

Macmillan Company ea. 2 . 00 

Hart (editor), "American Nation," Harper & Brothers, 23 vols., ea. 2.00 
Hart, "Camps and Firesides of the Revolution," The Macmillan 

Company 50 

Hart, "Essentials in American History," American Book Company 1.50 
Hart, "Foundations of American Foreign Policy," The Macmillan 

Company 1.50 

Hart, "How Our Grandfathers Lived," The Macmillan Company. .60 
Hart, "Slavery and Abolition" (Vol. XVI, "American Nation"), 

Harper & Brothers 2 . 00 

Hart (editor), "Source Book of American History," The Macmillan 

Company 60 

Hart, "The Formation of the Union," Longmans, Green & Co.. . . 1.25 
Hart ANT) Channing (editors), "American History Leaflets : Colonial 

and Constitutional," Parker P. Simmons ea. .10 

Hassall, "Louis XIV," G. P. Putnam's Sons i . 50 

Hawthorne, "Grandfather's Chair," Houghton Mifflin Company. . .50 
Headly, "Miner Boy, a Life of John Ericsson," Lothrop, Lee & 

Shepard Co i . 00 

Herbert, "Washington: His Homes," Harper & Brothers 2.00 

Herbertson, "Africa," The Macmillan Company 70 

Herbertson, "Man and His Work," The Macmillan Company. . . .60 
Herbst, "Tales and Customs of the Ancient Hebrews," A. Flanagan .35 
Higginson, "Young Folks' Book of American Explorers," Longmans, 

Green & Co i . 20 



l66 BIBLIOGRAPHY 

PRICE 

Hinsdale, "American Government," American Book Company. ... $1.25 

Hinsdale, "The Old Northwest," Silver, Burdett & Company 1.75 

Hodges, "William Penn, " Houghton MifiQin Company 65 

HoDGKiN, "Charles the Great," The Macmillan Company 75 

HoLLWAY, "Petrarch, His Life, Work, and Times," G. P. Putnam's 

Sons ' 3.50 

HoSMER (Hart, editor), "x\ppeal to Arms" (Vol. XX, "American 

Nation"), Harper & Brothers 2 .00 

HoSMER (Hart, editor), "Outcome of Civil War" (Vol. XXI, "Amer- 
ican Nation"), Harper & Brothers 2 ,00 

Howard (Hart, editor), "Preliminaries of the Revolution" (Vol. VIII, 

"American Nation"), Harper & Brothers 2 .00 

Hubert, "Men of Achievement" (Inventors), Charles Scribner's 

Sons 1 . 50 

Hug and Stead, "The Story of Switzerland, " G. P. Putnam's Sons . i . 50 

Hughes, "Alfred the Great," The Macmillan Company i.oo 

Hume, "The Story of Modern Spain," G. P. Putnam's Sons. 1.50 

HuRLL, "Greek Sculpture," Houghton MifHin Company 75 

"Indian Stories Retold from St. Nicholas," The Century Co 65 

Irving, "Columbus," G. P. Putnam's Sons, 3 vols ea. i .50 

Irving, "Mahomet," G. P. Putnam's Sons, 2 vols ea. i .50 

Jackson, "A Century of Dishonor," Little, Brown, and Company. . 1.50 
Jackson, "Father Junipero and the Mission Indians," Little, Brown, 

and Company 75 

Jackson, "Ghmpses of California and the Missions," Little, Brown, 

and Compan}^ i . 50 

Jackson, "Zwingh," G. P. Putnam's Sons 2.00 

Jacobs, "Martin Luther," G. P. Putnam's Sons i .50 

James, "In and Out of the Old Missions of California, " Little, Brown, 

and Company 3 . 00 

James, "The Indians of the Painted Desert Region," Little, Brown, 

and Company 2 . 00 

Jenks, "The Childhood of Ji-shib, " Atkinson, Mentzer & Grover 60 

Jenks, " When America was New, " Thomas Y. Crowell & Co 1.25 

Jessopp, "The Coming of the Friars," G. P. Putnam's Sons 1.25 

Jewett, "The Normans," G. P. Putnam's Sons 1.50 

Johnson, "French Pathfinders in North America," Little, Brown, 

and Company i . 50 

Johnson, "Pioneer Spaniards in North America," Little, Brown, and 

Company i . 50 



BIBLIOGRAPHY 167 

PRICE 

Johnson, "The Normans In Europe," Charles Scrlbner's Sons $1.00 

Johnson, "The World's Discoverers, " Little, Brown, and Company, i . 50 
Johnston, "History of iVmerican Politics," Henry Holt and Com- 
pany go 

Johnston- WooDBURN, "American Orations," 4 vols., G. P. Putnam's 

Sons ea. 1.25 

JuDD, "Wigwam Stories," Ginn and Company 75 

JussERAND, "English Wayfaring Life," G. P. Putnam's Sons 3-oo ■ 

Keary, "The Dawn of History," Charles Scribner's Sons i . 25 

Keary, "The Heroes of Asgard," The Macmillan Company 50 

Kelley, "The Story of Sir Walter Raleigh," E. P. Dutton and Com- 
pany 50 

Kemp, "History for Graded and District Schools," Ginn and Com- 
pany 1 . 00 

Kemp, "Outline of History for the Grades," Ginn and Company. . . 1.25 

King, "Sieur de Bienville," Dodd, Mead & Company i.oo 

KiNGSFORD, "Henry V, the English Hero King," G. P. Putnam's 

Sons 1.35 

KiNGSLEY, "The Story of Lewis and Clark," American Book Com- 
pany 25 

KiNGSLEY, "The Hermits," The Macmillan Company i . 25 

Knatchbull-Hugessen, " Christmas in Switzerland," Dana Estes 

and Company 50 

Knox, "The Travels of Marco Polo, for Boys and Girls," G. P. Put- 
nam's Sons 1 . 50 

KosTLiN, "Martin Luther," Charles Scribner's Sons 2.50 

Krout, "Ahce's Visit to the Hawaiian Islands," American Book 

Company 45 

KuHNS, "German and Swiss Settlements of Colonial Pennsylvania," 

Henry Holt and Company i . 50 

Ladd, "History of the War with Mexico," Dodd, Mead & Com- 
pany 1 . 25 

Lane-Poole, "'Saladin and the Fall of the Kingdom of Jerusalem," 

G. P. Putnam's Sons i . 50 

Lane-Poole, "The Moors in Spain," G. P. Putnam's Sons 1.50 

Lang, " The Story of Joan of Arc, " E. P. Dutton and Company 50 

Lang, "The Story of Robert the Bruce, " E. P. Dutton and Company . 50 

Lanier, "The Boys' Froissart," Charles Scribner's Sons 2.00 

Latane (Hart, editor), "America as a World Power" (Vol. XXV, 

"American Nation"), Harper & Brothers 2.00 



l68 BIBLIOGRAPHY 

PRICE 

Laughlin, "Elements of Political Economy," American Book Com- 
pany $1 . 20 

Lebon, "The Story of Modern France," G. P. Putnam's Sons 1.50 

LiGHTON, "Lewis and Clark," Houghton Mifflin Company 65 

Linn, "Horace Greeley," D. Appleton and Company i .00 

LiVERMORE, "Number and Losses in the Civil War in America," 

Houghton Mifflin Company i .00 

Livingston, "General Israel Putnam," G. P. Putnam's Sons 1.50 

Lodge, "Alexander Hamilton," Houghton Mifflin Company 1.25 

Lodge, "A Short History of the English Colonies in America," 

Harper & Brothers 3 . 00 

Lodge, "Daniel Webster," Houghton Mifflin Company i . 25 

Lodge, "The Close of the Middle Ages," The Macmillan Company. 1.75 

Lodge, "The War with Spain," Harper & Brothers 2.50 

Longfellow, "Evangeline," Houghton Mifflin Company 50 

Love, "The Fast and Thanksgiving Days of New England," Hough- 
ton Mifflin Company 3 . 00 

Lowell, "Joan of Arc," Houghton Mifflin Company 2.00 

Lucia, "Stories of American Discoverers for Little Americans," 

American Book Company 40 

LuMMis, " Pueblo Indian Folk-stories, " The Century Co i . 50 

LuMMis, "The Spanish Pioneers," A. C. McClurg & Co i.oo 

Macaulay, "Lays of Ancient Rome," American Book Company.. . .56 
Macaulay, "Lays of Ancient Rome, with Ivry and the Armada," 

(Flint), Longmans, Green & Co 25 

Macdonald, "Select Charters and Other Documents," The Macmil- 
lan Company 2 . 00 

Macdonald, "Select Statutes and Other Documents Illustrative of 

the History of the United States," The Macmillan Company. 2.00 
Macdonald (Hart, editor), "The Jacksonian Democracy" (Vol. 

XV, "American Nation"), Harper & Brothers 2 .00 

McCaleb, "The Aaron Burr Conspiracy," Dodd, Mead & Com- 
pany 2.50 

McCracken, "The Rise of the Swiss Republic," Henry Holt and 

Company 2 . 00 

McIntyre, "Cave Boy," D. Appleton and Company 40 

McLaughlin (Hart, editor), "The Confederation and the Constitu- 
tion" (Vol. X, "American Nation"), Harper & Brothers 2.00 

McMaster, "Brief History of the United States," American Book 

Company i . 00 



BIBLIOGRAPHY 169 

PRICE 

McMaster, "History of the People of the United States," 7 vols., 

D. Appleton and Company ea. $2 . 50 

McMaster, "Primary History of the United States," American 

Book Company 60 

McMaster, "School History of the United States," American Book 

Company i . 00 

McMaster, "With the Fathers," D. Appleton and Company 1.50 

McNutt, "Fernando Cortes," G. P. Putnam's Sons i .35 

M.iDisoN, "A Maid of King Alfred's Court," The Penn Pubhshing 

Company 60 

Mahaffy, "Old Greek Life," American Book Company 35 

Margoliouth, "Mohammed," G. P. Putnam's Sons 1.35 

Marshall, "The Story of Napoleon Bonaparte," E. P. Button and 

Company 50 

Marshall, "The Story of Ohver Cromwell," E. P. Button and 

Company 50 

Maspero, "Life in Ancient Egypt and Assyria," D. Appleton and 

Company i • 50 

Matthews, "Poems of American Patriotism," Charles Scribner's 

Sons 50 

Maxwell, "Pvobert the Bruce," G. P. Putnam's Sons i .50 

Merwin, "Thomas Jefferson," Houghton Mifflin Company 65 

MiCHELET, "Life of Luther" (Bohn), The Macmillan Company i.oo 

Moberly, "The Early Tudors," Charles Scribner's Sons i.oo 

Montgomery, "Heroic Ballads," Ginn and Company 50 

Moore-Tiffany, "Pilgrims and Puritans," Ginn and Company. . . .60 

Moore, "Benjamin Franklin," Houghton Mifflin Company 65 

Morris, " Hannibal, " G. P. Putnam's Sons i . 50 

Morris, " Napoleon, " G. P. Putnam's Sons i . 50 

Moses, " Estabhshment of Spanish Rule in America," G. P. Putnam's 

Sons 1.25 

Mowry, "Marcus Whitman and the Early Days of Oregon," Silver, 

Burdett & Company i . 50 

MowRY, "The Territorial Growth of the United States," Silver, Bur- 
dett & Company i . 50 

Myers, "Medieval and Modern History" (Revised Edition), 

Ginn and Company i . 50 

Neale, "Romance of History" (England), Frederick Warne & Co. .75 
Niver, "Great Names and Nations," Modern, Atkinson, Mentzer & 

Grover , 40 



170 BIBLIOGRAPHY 

PRICE 

NiVER, "School History of England," American Book Company. . . $ .90 
NoRDHOFF, "Politics for Young Americans," American Book Com- 
pany 75 

NoRRis, "The Story of Hiawatha," Educational Publishing Com- 
pany 40 

North, "The Mother of Cahfornia, " Paul Elder & Co 2 . 00 

" Old South Leaflets, " Old South Work, Boston . . 

Oliphant, "Jeanne d'Arc," G. P. Putnam's Sons i .50 

Osgood, "The American Colonies in the Seventeenth Century, 

3 vols., The Macmillan Company ea. 3 . 00 

Otis, "Calvert of Maryland," American Book Company .35 

Otis, "Mary of Plymouth," American Book Company 35 

Otis, "Richard of Jamestown," American Book Company 35 

Otis, "Stephen of Philadelphia," American Book Company 35 

Page, "The old South," Charles Scribner's Sons i .25 

Parkman, "Conspiracy of Pontiac," 2 vols.. Little, Brown, and 

Company ea. i . 50 

Parkman, "Count Frontenac," Little, Brown, and Company i .50 

Parkman, "A Half Century of Conflict," 2 vols.. Little, Brown, and 

Company ea. i . 50 

Parkman, "La Salle and the Discovery of the Great West," Little, 

Brown, and Company i • 50 

Parkman, "Montcalm and Wolfe," 2 vols., Little, Brown, and Com- 
pany ea. 1 . 50 

Parkman, "Pioneers of France in the New World," Little, Brown, 

and Company i • 50 

Parkman (edited by Edgar), "The Struggle for a Continent," 

Little, Brown, and Company i . 50 

Peck, "The Jacksonian Epoch, " Harper & Brothers 2 . 50 

Penfield, "Present-day Eg3q3t, " The Century Co 2 . 50 

Perkins, "Richelieu," G. P. Putnam's Sons i . 50 

Persons, "Our Country in Poem and Prose," American Book Com- 
pany 50 

Peterman, " Civil Government, " American Book Company 60 

Pitman, "Stories of Old France," American Book Company 60 

Pomeroy, "Christmas in Holland," Dana Estes and Company 50 

Porter, "Scottish Chiefs," Oxford University Press 50 

Powell, "Nullification and Secession in the United States," G. P. 

Putnam's Sons 2 . 00 

Powers, "Missions of Cahfornia," Godfrey H. S. Wieners i .25 



BIBLIOGRAPHY 171 

PRICE 

Pratt, "America's Story for America's Children," Vol. I, D. C. 

Heath & Co $ .35 

Pratt, "America's Story for America's Children," Vol. II, D. C. 

Heath & Co 40 

Pratt, "Legends of Norseland," Educational Pubhshing Company. .40 
Pratt, "Myths of Old Greece," Educational Publishing Company. 

Vols. I and II ea. .40 

Vol. Ill 60 

Pratt, "Stories of Colonial Children," Educational Pubhshing Com- 
pany 60 

Pratt, "Stories of Old Rome," Educational Pubhshing Company. . .60 

Prescott, "Ferdinand and Isabella," Thomas Y. Crowell & Co.. . . 1.25 

Prescott, "The Conquest of Mexico," Thomas Y. Crowell & Co.. . . i . 25 
Preston, "Documents Illustrative of American History," G. P. 

Putnam's Sons 1.50 

Preston and Dodge, "The Private Life of the Romans," Benj. H. 

Sanborn & Co i . 05 

Putnam, "Charles the Bold," G. P. Putnam's Sons i .35 

Putnam, "William the Silent," G. P. Putnam's Sons 1.35 

Pyle, "Some Merry Adventures of Robin Hood" (School edition), 

Charles Scribner's Sons 50 

Pyle, "The Merry Adventures of Robin Hood," Charles Scribner's 

Sons 3 . 00 

Rabb, "National Epics, " A. C. McClurg & Co i . 50 

Radford, "King Arthur and His Knights," Rand, McNally & Com- 
pany 50 

Raleigh, "English Voyages of the Sixteenth Century," The Mac- 

millan Company 1.25 

Rawlinson, "Phoenicia," G. P. Putnam's Sons i ,50 

"Revolutionary Stories Retold from St. Nicholas," The Century Co. .65 

Rhoades, "The Story of Philadelphia," American Book Company. .85 
Rhodes, "History of the United States from the Compromise of 

1850, " 7 vols., The Macmillan Company ea. 2 . 50 

Richards, "Melanchthon," G. P. Putnam's Sons i . 50 

Ritchie, "Romance of History" (France), Frederick Warne & Co . .75 
Robinson, "Introduction to the History of Western Europe," Ginn 

and Company i . 60 

Rogers, "Holland," G. P. Putnam's Sons 1.50 

Rolfe, "Tales from English History," American Book Company. . .50 

RoLFE, "Tales from Scottish History," American Book Company. . .50 



172 BIBLIOGRAPHY 

PRICE 

Roosevelt, "The Naval War of 1812" (Sagamore edition), 2 vols., 

G. P. Putnam's Sons $1 .00 

Roosevelt, "The Winning of the West" (Sagamore edition), 4 vols., 

G. P. Putnam's Sons ea. .50 

RoYCE, "California," Houghton Mifflin Company 1 . 25 

Sayce, "Babylonians and Assyrians," Charles Scribner's Sons 1.25 

Sayce, "A Primer of Assyriology, " Fleming H. Revell Company. . . .40 

ScANDLiN, "Hans the Eskimo," Silver, Burdett &. Company 50 

ScHAFER, "History of the Pacific Northwest," The Macmillan Com- 
pany I . 25 

ScHEViLL, "Political History of Modern Europe," Charles Scribner's 

Sons 1 . 50 

ScHOULER, "History of the United States," 6 vols., Dodd, Mead & 

Company 13 • 50 

SCHWATKA, "Children of the Cold," Educational Publishing Com- 
pany 1.25 

ScoTT, "Ivanhoe" (edited by Stoddard), American Book Company .50 

ScoTT, "Ivanhoe" (edited by Yonge), Ginn and Company 60 

ScoTT, "Kenil worth" (edited by Norris), American Book Company .50 
Scott, "Quentin Durward" (edited by Norris), American Book 

Company 50 

Scott, "Tales of a Grandfather" (edited by Ginn), Ginn and Com- 
pany 40 

Scott, "The Talisman" (edited by Dewey), American Book Com- 
pany 50 

ScuDDER, "George Washington," Houghton Mifflin Company 40 

ScuDDER, "New History of the United States," American Book Com- 
pany 1 . 00 

Sedgwick, "Samuel de Champlain," Houghton Mifflin Company. . .50 
Seebohm, "Era of the Protestant Revolution," Longmans, Green & 

Co 1 . 00 

Seelye, "The Story of Washington, " D. Appleton and Company. ... i . 75 

Sellar, "The Story of Nelson," E. P. Button and Company 50 

Semple, "American History and Geographic Conditions," Houghton 

Mifflin Company 3 . 00 

Shaw, "Big People and Little People of Other Lands," American 

Book Company 30 

Shumway, " A Day in Ancient Rome, " D. C. Heath & Co 75 

Sloan, "The French War and the Revolution," Charles Scribner's 

Sons 1 . 00 



BIBLIOGRAPHY 173 



PRICE 



Smith (Hart, editor), "Politics and Slavery" (Vol. XVIII, "Ameri- 
can Nation"), Harper & Brothers $2 .00 

Snedden, "Docas, the Indian Boy of Santa Clara," D. C. Heath & 

Co 35 

Sparks, "Expansion of the x\merican People," Scott, Foresman and 

Company i • 50 

Sparks (Hart, editor) ," National Development" (Vol. XXIII, "Amer- 
ican Nation"), Harper & Brothers 2 .00 

Sparks, "The Men Who Made the Nation," The Macmillan Com- 
pany 1 . 50 

Spring, "Kansas," Houghton MifHin Company i . 25 

Spyri, "Heidi," Thomas Y. Crowell & Co 35 

Stanley, "In Darkest Africa," 2 vols., Charles Scribner's Sons. ... 7.00 

Stanley, "My Kalulu, " Charles Scribner's Sons i . 50 

Stanwood, "A History of the Presidency," Houghton Mifflin Com- 
pany , 2 . 50 

Starr, "American Indians," D. C. Heath & Co 45 

Starr, "Strange Peoples," D. C. Heath & Co 40 

Stenton, "William the Conqueror," G. P. Putnam's Sons i .35 

Stevenson, "Maximilian in Mexico," The Century Co 2.50 

Stockton, "Stories of New Jersey," i^merican Book Company 60 

Stratemeyer, "American Boy's Life of William McKinley," Lo- 

throp, Lee & Shepard Co 1.25 

Sumner, "Andrew Jackson, " Houghton Mifflin Company i . 25 

Sumner, "Robert Morris," Dodd, Mead & Company i .00 

Sutclifee, "Robert Fulton and the Clermont," The Century Co.. . 1.20 

Swett, "Stories of Maine," American Book Company 60 

Symonds, "The Age of Despots," Henry Holt and Company 2.00 

Tappan, "European Hero Stories," Houghton Mifflin Company 65 

Tappan, "In the Days of Alfred the Great," Lothrop, Lee & Shepard 

Co I . GO 

Tappan, "In the Days of Queen Elizabeth," Lothrop, Lee & 

Shepard Co i . 00 

Tappan, "In the Days of William the Conqueror," Lothrop, Lee & 

Shepard Co i . 00 

Tappan, "Our Country's Story," Houghton Mifflin Company 65 

Taussig, "Tariff History of the United States, " G. P. Putnam's Sons 1.25 

Taylor, "Origin of the Aryans," Charles Scribner's Sons i .50 

Thatcher and Schevill, "General History of Europe," Charles 

Scribner's Sons i . 50 



174 BIBLIOGRAPHY 

PRICE 

Thwaites, "Daniel Boone," D. Appleton and Company $i .00 

Thwaites, "Father Marquette," D. Appleton and Company i .00 

Thwaites (Hart, editor), "France in America " (Vol. VII, "Ameri- 
can Nation"), Harper & Brothers 2 .00 

Thwaites, "How George Rogers Clark Won the Northwest," A. C. 

McClurg & Co 1 . 20 

Thwaites, "The Colonies," Longmans, Green & Co i . 25 

TOMLINSON, "The War for Independence," Silver, Burdett & Com- 
pany 54 

TowLE, "Marco Polo: His Travels and Adventures," Lothrop, Lee & 

Shepard Co 75 

Towle, "Raleigh: His Voyages and Adventures," Lothrop, Lee & 

Shepard Co 75 

TowNSEND, " Analysis of Civil Government," American Book 

Company i . 08 

Trent, "Robert E. Lee," Small, Maynard & Company 50 

True, "The Iron Star and What It Saw on Its Journey through 

the Ages from Myth to History," Little, Brown, and Company i .50 
Trueba, "Romance of History" (Spain), Frederick Warne & Co.. . .75 
Turner (Hart, editor), "Rise of the New West" (Vol. XIV, 

"American Nation"), Harper & Brothers 2 .00 

Tyler (Hart, editor), "England in America" (Vol. IV, "American 

Nation"), Harper & Brothers 2 .00 

Tylor, "Anthropology," D. Appleton and Company 2.00 

Van Rensselaer, "The Goede Vrouw of Mana-ha-ta," Charles 

Scribner's Sons 2 . 00 

Van Tyne (Hart, editor), "The American Revolution" (Vol. IX, 

"American Nation"), Harper & Brothers 2 .00 

Walker, "Essentials in English History, " American Book Company i . 50 
Walker, "The Making of the Nation," Charles Scribner's Sons. . . i.oo 
Wallach, "Historical and Biographical Narratives," American 

Book Company 35 

Walton and Brumbaugh, "Stories of Pennsylvania," American 

Book Company 60 

Warren, "Stories from English History," D. C. Heath & Co 65 

Waterloo, "The Story of Ab," Doubleday, Page & Company 1.50 

West, "Alcuin and the Rise of the Christian Schools," Charles 

Scribner's Sons i . 00 

Wharton, "A Last Century Maid," J. B. Lippincott Company i . 25 

Wharton, "Colonial Days and Dames," J. B. Lippincott Company 1.25 



BIBLIOGRAPHY 175 

PRICE 

Wharton, "Through Colonial Doorways," J. B. Lippincott Com- 
pany $1.25 

Wheeler, "Alexander the Great," G. P. Putnam's Sons 1.50 

White, " Robert E. Lee, " G. P. Putnam's Sons 1.50 

Wiley and Edick, "Lodrix, the Little Lake Dweller," D. Appleton 

and Company .30 

Wiley and Edick, "The Children of the Cliff," D. Appleton and 

Company 30 

WiLKiNS, "Roman Antiquities," American Book Company 35 

WiLLERT, "Henry of Navarre," G. P. Putnam's Sons i . 50 

Williams, "Pennsylvania," Houghton MifBin Company i . 25 

Wilson, "A History of the American People," 5 vols.. Harper & 

Brothers i? • 50 

Wilson, "Division and Reunion," Longmans, Green & Co i . 25 

Wilson, "George Washington," Harper & Brothers i .50 

Wilson, "The Story of the Cid for Young People," Lothrop, Lee 

& Shepard Co 1.2s 

Wilson and Tucker, "International Law," Silver, Burdett & Com- 
pany 2 . 50 

Wlnterburn, "The Spanish in the Southwest," American Book 

Company 55 

Wister, " Ulysses S. Grant, " Small, Maynard & Company 50 

Wright, "Industrial Evolution of the United States," Charles 

Scribner's Sons 1.25 

Youth's Coi\ip anion Series, "The Wide World," Ginn and Com- 
pany. 25 

Zitkala-Sa, "Old Indian Legends, " Ginn and Company 50 



APPENDIX 

AN INDIAN POWWOW 

Prepared for Second Grade, Training School, San Diego State 
Normal School, by LiUian Anderson and Mabel Riedy, 1908. 

References: 

Snedden, Docas, the Indian Boy. 
Judd, Wigwam Stories. 

Cast of Characters 

Santa Clara Indians. Monterey Indians. 

Massea, Chief of Santa Clara. Keoka, Chief of Monterey In- 

Ama, Squaw of Massea. dians. 

Docas, Son of Massea and Ama. Aivipatu, a famous medicine 

Heema. man. 

MoKi. Various other Indians. 
{To be given outdoors) 

Scene: A forest of live oaks. Santa Clara Indians sitting around 

camp fire. 

Docas. Father, did you always wear those blankets and have 
feathers in your hair? 

Massea. Yes, Docas, before the Mission fathers came all the Indi- 
ans wore blankets and feathers. I remember my grandfather wore 
deerskins. 

Docas. Do the Monterey Indians dress as we do or do they wear 
the Indian costume? 

Massea. They usually dress as we do, but to celebrate this great 
holiday they will wear the Indian costume. When they come we 
will have a real old-fashioned Indian camp fire. 

Moki. How soon are the Monterey Indians coming? 

Massea. They ought to be here now. 

BLISS, HIST. — 12 177 



178 APPENDIX 

Enter Heema, crying, "Here they come! here they come!" 

[Massea rises.] 

[Enter Monterey Indians holding up their hands in sign of peace.] 

[Massea responds with similar sign.] 

[Monterey Indians sit down around the camp fire. Massea passes 

peace pipe.] 

Massea. How is it with your people? 

Keoka. It is well. How are my Santa Clara brothers? 

Massea. The Great Spirit has been good to us. The spirit of our 
ancestors has been good to us also. Let us do as they used to do 
and tell some Indian stories. Keoka, will you tell us one? 

Keoka. Have one of your tribe tell one. 

Massea. Ama, will you tell one? 

Ama. In the days of my grandfather lagoo used to come to our 
camp. One day when he was there we heard a great roaring in the 
woods. It was like ten bears, but he was the only brave who dared 
to go out to see what the roaring was. He saw mosquitoes flying 
among the trees, but he could not tell the trees from the mosquitoes, 
because the mosquitoes were so big. He killed three mosquitoes with 
his war club. He tore off the left wing of one and used it for the sail 
of his birch bark canoe. He gave the bill of one to his wife. She 
used it to dig with for twelve moons. 

[Monterey Indians nod.] 

Keoka. Ugh! It is good, but not like the one I heard. My grand- 
father told me how lagoo went hunting. It was duck time. He 
went in his canoe and hid in the rice by the ducks. The ducks flew 
up and made the sun dark. lagoo shot into the flock and they dropped 
like hail in a hailstorm. He piled them up like a great tepee on the 
shore. He shot them all with one gunshot. 

Keoka {turns to Ampatu). Will Ampatu, the great medicine man, 
tell us one? 

Ampatu. Many winters ago a poor, sickly old man came to an 
Indian village. He went from house to house asking for food, but 
no one gave him any. Finally, when he was about to leave the 
village, he came to a small wigwam. The squaw gave him food 



APPENDIX 179 

and a bed to sleep in. The next morning he was sick and sent the 
Indian woman after medicine plants. Each day he sent her after 
different plants until he was well. She had learned all the medicine 
plants and told them to her sons, who became famous medicine men. 
Massea. We thank our Monterey brothers for their stories. The 
feast is now ready. The powwow is ended. Brothers, let us go. 

[Exeunt all] 



COLUMBUS 

Prepared for the Sixth Grade, Training School, San Diego State 
Normal School, by Mabel Nickell, 1908. 

Scene I. 
Isabella's throne room; Isabella on the throne in her splendor, sur- 
rowided hy courtiers. Costumes appropriate to time and place. 
[Enter Columbus in old clothes; bows before the queen.] 
Columbus. Your majesty's humble servant, Columbus. 
Isabella. At my request I see you have come. Speak and tell of 
these wonderful ideas I hear you are propounding. 

Columbus. I come, O queen, begging out of your generosity 
assistance for an enterprise which will bring to the Spanish kingdom 
wealth and power such as will dazzle the whole world and place 
your royal highness in a position not surpassed even by the splendors 
of the Great Khan. 
Isabella. Speak on and tell of this wonderful plan. 

[Courtiers standing with closest attention.] 
Columbus. After long years of most careful experiment and study, 
I have proven beyond a doubt that this earth is not a flat surface, 
but is a ball around which one can sail. 

[Courtiers sneering and whispering one to another.] 
A Chamberlain. Quiet! quiet! Let the man have his say! 
Columbus. Now, I calculate that by sailing directly westward I 
can find a shorter route to India, whence will then flow untold wealth 
into the coffers of Spain. 



l8o APPENDIX 

15/ Courtier. The impostor! Trust him not! He seeks your aid 
to accompHsh some scheme for his own benefit. Nay, more, I ven- 
ture even now he plots against the very authority of your crown! 

Isabella (to Columbus). What more would you say? 

Columbus. Besides this great wealth and of far more importance 
is the conversion of the people who live in these distant lands. Did 
not the Christ die for them and are not we the ones to carry salva- 
tion to these lost? 

Isabella. You have spoken well, indeed, for truly that is our 
mission. 

A Priest. Trust him not for that, queen. He is a heretic! 
Dismiss him! It is contrary to all teaching of the Holy Writ and 
the Fathers to suppose that the earth is anything but flat. 

2d Courtier. The man is mad! Who could be so foolish as to 
beheve that the earth is round; that there are people living on the 
opposite side who walk with their heels upward and their heads 
downward, like flies clinging to the ceiling ? [Courtiers all laugh.] 

Isabella. Enough! enough! This man's idea seems very possible 
to me. I think I may consider it. What would be your needs for 
such an expedition? 

Columbus. I wish for a few ships and sailors to go with me, and I 
ask only in return that I may be made an Admiral of Spain, be 
appointed Viceroy over the regions I discover, and that I shall receive 
one tenth of the profits. [Courtiers laugh uproariously.] 

ist Courtier. See! see! Did I not tell you that he was plotting 
against your crown? 

2d Courtier. His power would then be as great as yours! 

2,d Courtier. I beg you, most noble queen, dismiss him if you 
value your kingdom! 

Isabella. I cannot promise you help on such conditions as these — 
and yet — No, I cannot. Go! 

[Exit Columbus. Enter Ferdinand.] 

Ferdinand. What is the meaning of this assembly? 

Isabella. The man, Columbus, has just left after pressing his suit 
for assistance. Even now I fear I was unwise in refusing him — 
he surely does speak like a philosopher. And think of the glory it 



APPENDIX l8l 

would bring to Spain. Go, boy, and call the harebrained philoso- 
pher back! Haste! 

Ferdinand. VVoman, think! Have you forgotten that the royal 
finances are already drained by the war? We have no money for 
such an enterprise! 

Isabella. I will undertake the enterprise for my own crown of 
Castile, if I must pledge my own private jewels to raise the necessary 
fund. 

[Enter Columbus, bowing.] 

Isabella. Your w^isdom has persuaded me. I agree to everything. 
You may depend on my support and that at once. Go immediately 
to Palos, where preparations will be made for everything, and may 
the good saints protect the enterprise. 

Columbus. May the good saints bless your generosity. [Exeunt.] 

Scene H. 
Ferdinand ajid Isabella seated on the throne with courtiers around. 
[Enter Columbus with attendants, three Indians, and all sorts of 
souvenirs. Ferdinand and Isabella rise and, extend their hands 
for him to kiss.] 

Isabella. Welcome to the great discoverer! Most heartily do we 
welcome such a hero to our court. 

Ferdinand. Isabella speaks well. Gladly do we receive you. And 
now tell us about your journey. [Seat themselves on the throne.] 

Columbus. Such was my purpose in returning, your majesty. 
The perils of our journey need not be told again. After sailing for 
two months, at last to our straining eyes land appeared, and land 
such as would enchant a man of stone. Such trees, such fruit and 
such flowers have never been seen in Spain. 

ist Courtier. And why have you not something to show for all 
these things? 

ist Attendant. Be patient, sir! These boxes and baskets are full 
of such things. [Opens one.] This is a branch from a tree whose 
flowers are waxen and indescribably fragrant. Rich spices such as 
these grow uncultivated over all the islands. 

2d Courtier [picking up a potato]. What is this queer-looking 
thing? 



1 82 APPENDIX 

2d Attendant. That is a root of a very small plant, which the 
natives eat, preparing it by roasting. It forms much of their food 
and is very appetizing, I assure you. 

Ferdinand. But where is the gold? 

Columbus [taking a small box]. It is much to my sorrow that I can 
show no more than this, but we felt the necessity of returning just 
as we were well on the track of the precious metal. We stopped at 
many islands with no sign of gold, till, at last, we were directed 
southward by the natives, and on making search came to a very 
large island which I have named Juana. There the natives are be- 
decked with ornaments of gold and tell of wonderful deposits in the 
interior. Of their richness I am firmly convinced, for the natives 
are so uncivilized that they could not obtain such quantities if it 
were not extremely abundant. 

Isabella. That is most pleasing to the promoters of this expedition. 
And now what do you propose doing wdth these — these savages — 
you have brought back with you? 

A Priest. These we propose to have instructed in the truths of 
our sacred religion, that they may carry them back to their brothers 
and thus save the whole race. They are a docile people, simple in 
their habits, and, I believe, offer a great field for the spread of our 
faith. 

Isabella. Indeed, these things seem beyond comprehension. The 
kingdom of Spain owes honor and glory to you it can never pay, 
though we do our utmost. 

Ferdinand. Again does the queen speak well. We never can repay 
you for this great gift you have brought us. We only can place at 
your disposal our utmost means, and that we most heartily and 
gratefully do. You may consider your every wish granted as far as 
is in our power to fulfill. [Ferdinand leads Columbus to a seat 
beside the queen.] 

All. [ Long live the king and queen of Spain! Long live Columbus I 
[Curtain.] 



APPENDIX 183 



THE RETURN OF CORIOLANUS 

Written for production in the Fourth Grade History Class, San 
Diego Normal Training School, San Diego, California, by Imogene 
Pierce, 1908. 

Characters. 

Caius Marcus Coriolanus, a Roman Patrician. 

_, [friends of Coriolanus. 

Clitus) 

The Priest of Apollo. 

Veturia, another of Coriolanus. 

VoLUMNiA, wife of Coriolanus. 

Cornelia, sister of Coriolanus. 

Servant. 

Two sons of Coriolanus. 

Soldiers, more friends of Coriolanus, Roman women, etc. 

Scene I. 

Interior of Coriolanus's tent in the Volscian camp; Coriolanus dis- 
covered seated at a table, engaged in polishing his weapons. 

[Enter a Servant.] 

Servant. My lord, a company of Romans with a flag of truce ask 
to speak with you. 

Coriolanus. Admit them. 

[Exit Servant and reenters, showing in Fabius and Clitus together with 
other Roman citizens, friends of Coriolanus.] 

Friends. Hail, Coriolanus! 

Coriolanus. Whence come you and what is your will? 

Fabius. Is it you, Caius Marcus, who come at the head of a foreign 
army to besiege your own city? 

Coriolanus (pretending not to recognize him). Who are you who 
speak thus to me? 

Fabius. Do you refuse to recognize me, your old friend, Fabius? 
Have you forgotten how we used to sit together in the long summer 



1 84 APPENDIX 

evenings, planning battles which we would fight — and always win? 
For the sake of that friendship, give up this cruel, unmanly scheme! 

Friends. Aye, give it up, Caius Marcus! 

Coriolanus. I do not care any more for those battles. I have a 
better battle to fight now. I am going to destroy Rome and all 
those Romans who dared exile me, Caius Marcus Coriolanus, one of 
their bravest generals. 

Clitus. Do you not remember, O Caius Marcus, how you and I 
used to race together on horseback, across the fields outside Rome, 
hunting the wild boar? For the sake of those good old times, turn 
back and do not ruin your own city! 

Friends, Turn back, Caius Marcus, turn back! 

Coriolanus. You have heard what I said. Whether or not we 
were once friends is no matter now. You are Romans and all Romans 
are my enemies. Away with you! 

[Exeunt Friends of Coriolanus hesitating and weeping.] 

Scene II. 

Same as Scene I. 

[Enter the Roman Priest of Apollo.] 

Priest. All hail, Coriolanus! The people of Rome, my people and 
yours, have sent me, the priest of Apollo, to speak with you. 

Coriolanus. It is all no use! 

Priest. Why do you go over to the enemies' camp and lead their 
forces against Rome? Is not Rome your birthplace? Have you no 
respect for the gods that witnessed your birth and that guard your 
city? Would you ruin their temples? Turn back, Caius Marcus, 
before the gods see what you are doing and bring ill luck to you! 

Coriolanus. It is all no use, I say! Not all the talk in every lan- 
guage under the sun could move me. The Romans were cruel 
enough to exile me, so I can be cruel enough to pay them back by 
helping the Volscians besiege Rome. Mars, the god of war, will 
take care of me. Go back to Rome and tell the Romans what I say! 

Priest. Think twice, Caius Marcus! 

Coriolanus. Go ! 

[Exit Priest.] 



APPENDIX 185 

Scene III. 
Parade ground of the Vohcian camp. Coriolanus discovered drilling 
his troops. During his maneuvers Veturia, Volumnia, Cor- 
nelia, and other Roman women enter. He catches sight of them. 

Coriolanus. What's this? {Recognizes them.) Mother! Volumnia! 
CorneKa! 

Volumnia. Does it not shame you, Caius Marcus, to have your 
own sons witness their father's disgrace? Is it not a dreadful thing 
that these two boys should see their own father a traitor to his 
country? 

Boys. Father! father! 

Volumnia. Aye, you may well call your father, my sons! This 
man you see here is not Caius Marcus. Caius Marcus is dead! 

Coriolanus. Volumnia, by all the gods, speak not so before these 
lads! You, too, Cornelia? Do you come to taunt me with your 
scornful words? 

Cornelia. Nay, Caius Marcus, but have you forgotten your mother 
and me? Have you forgotten the happy evenings we spent together 
before the fire in our mother's house? And will you now besiege 
Rome and help destroy that house where we both Vv^ere born? For 
the sake of these dear remembrances, think twice before you sack 
your city. 

Coriolanus (weeping). Urge me not. My purpose is fixed. [Ve- 
turia advances.] Mother! 

Veturia. Do I behold 3^ou, O my son, in arms against Rome? 
Have I lived so long only to see my son an exile and worse than that, 
an enemy? I wish 3/0U had never been born, for then you would 
never have fallen so low as to come with an enemy's army to besiege 
Rome. But even if my son is a traitor, / can be loyal. You may 
attack Rome if you will, but you will have to kill me first! 

All (kjieeling, except Veturia). Aye, kill us first! 

Volumnia. Better a death Hke this than a husband who is a traitor! 

Cornelia. Far rather would I die than live to be the sister of a 
traitor! 

Veturia. O my son, would you ruin your own citv, burn your 
own home, kill your own wife and children? 



1 86 APPENDIX 

Coriolamis {weeping and raising them from their knees). Go! Go 
you back to Rome and tell them there that Rome is safe. Not all 
the men of Rome could move me, but now I turn back, conquered 
by women! Aye, you have saved Rome, but you have lost Caius 
Marcus. You have lost your son, mother, you your husband, Vo- 
lumnia, and you, Cornelia, your brother. Farewell! 

[Exit CORIOLANUS.] 

[Curtain] 

CROWNING OF CHARLEMAGNE. 

Prepared for the Fifth Grade, Training School, San Diego 
State Normal School, by Zoe Chalmers, 1908. 
Time: 800 A. D. Scene: Church of St. Peter's. 



Characters. 




Charlemagne 


Roland 


Attendant 


Oliver 


Charles \ 

Louis rsons of Charlemagne 

LothaireJ 


Pope 


Page 


Knights 


Scene I. 





[The three Knights are found conversing together. Enter Roland and 

Oliver.] 

First Knight. Hail, good Roland and Oliver! Christmas greetings 
to you! Where is our good captain, our kind leader? 

Roland. Yonder comes my uncle, the great Charlemagne. We all 
do honor him. 

Charlemagne. Christmas greeting, my good men! Arise! It is 
not to me homage is due, but to our great King and leader, whose 
memory to-day we revere. And how fares it with you my brave 
OHver, and you Roland? My blessing be upon you. 

Oliver. We are proud indeed to receive your blessings, O gracious 
Captain. 

Roland. It is joy to meet together in peace; and, uncle, we have 
good tidings to-day, 



APPENDIX 187 

Charlemagne. Good tidings? That is well. 

Second Knight. The barbarian invaders have laid down their arms, 
and most humbly beg your protection. 

Charlemagne. It indeed makes my heart glad to grant protection 
to any and all men. 

Third Knight. And, O my Captain, my messenger has brought 
us word that two hundred and more of the Saracens have been 
baptized into our faith. 

Charlemagne. For that indeed we should be thankful. And now, 
my friends, let us offer up our prayers to our King. 

[Exit Charleml\gne and Attendant.] 

Charles. How wise and good our father is. Let us always try to 
follow his exam^ple. 
Lothaire. We will, 
Louis. We shall be better men if we do. 

Scene II. 
[Pope on his throne in his official robes. \ 
Pope. Summon our hero, the great Charles, to my presence. 

[Exit Page, who finds Charlemagne approaching.] 

Page. The Pope desires the presence of our great Charlemagne. 
Attendant. The Pope desires your presence, most worthy Charle- 
magne. 

Charlemagne. It is well. 

[Page returns to Pope. Charlemagne enters.] 

Page. All is ready. / 

Pope. Charlemagne, by the grace of God and the power invested 
in me, I crown you Emperor of the Romans, King of the Franks. 

All. Long live the King! Long live Charles Augustus, crowned 
by God, Emperor of the Romans, King of the Franks! Long live 
the King! 

[Curtain.] 



1 88 APPENDIX 



THE VINDICATION OF THE CID 

Sixth Grade History Play, Training School, San Diego State 
Normal School, prepared by Anna C. Poole and Carolyn Freeman, 
1910. 

Dramatis Persons. 
The Cid. 
King Alfonso. 
Count Don Remond, Judge. 
Diego Gonzales 



-^ ^ , Infantes. 

Ferrando Gonzales) 

SuERA Gonzales, uncle of Infantes. 

Count Don Garcia, friend of Infantes. 

^ ^ > attendants of the Cid. 

Pero Bermudez) 

The Queen. 

Dona Ximena. 

Dona Elvira ) ^ . „ , , , 

Dona Sol \C«i ^ ^^^i^lers. 

Attendants to Queen. 

Stage Arrangement. 

The king and the queen occupy the throne, at the back of the 
platform, the attendants of the queen being near her. 

Dona Ximena and her daughters are seated at one side of the 
platform, and the Infantes, their uncle Suera, and Don Garcia 
are seated opposite the ladies. 

Count Don Remond has a seat near back of platform until he is 
appointed to sit at the judge's bench. 

Costumes, as far as possible, to correspond with time and place 
of play, but of simple material. Colored cheese cloth answers very 
well. Swords, shields, spears, etc., made of wood by the boys, deco- 
rated to suit their fancy. 

[The Cid, Alvar, aiid Pero come in. As they enter everybody arises 
and hows, excepting the Infantes and their friends.] 



APPENDIX 189 

A Scene in the Cortes of Spain 

Cid {to King). Sir, where do you bid me sit with these my friends 
who are come with me? 

King. Cid, you are such a one, and have passed your time so well 
to this day, that if you would Usten to me I should hold it good that 
you took your seat with me; for he who has conquered kings ought 
to be seated with kings. 

Cid. That sir, would not please God, But I will be at your feet; 
for by the favor of your father, Don Ferrando, was I made his creature, 
and the creature of your brother, King Don Sancho, am I, and it is 
not fitting that he who receives bounty should sit with him that 
dispenses it. 

King. Since you will not sit with me, sit on your ivory seat, for 
you won it like a man; and from this day I order that none except 
a king or prelate sit with you, for you have conquered so many 
kings that there is none who is your peer or ought to be seated with 
you. Sit, therefore, like a king and lord upon your ivory seat. 
[Cid kisses king^s hand.] 

Cid. Sir King Don Alfonso, I thank your majesty for the great 
honor bestowed upon me. 

[Alvar and Pero take seats near him. All look at the Cid's wonderful 
beard except the Infantes of Carrion, who have a look of shame upon 
their faces.] 

King. I command that there be silence in the Cortes. 

Cid. Sir KLing Don Alfonso, I beseech you of your mercy that you 
will hear me, and give command that no one interrupt me, for I am 
not a man of speech, neither do I know how to set forth words, and 
if they interrupt me I shall do worse. Moreover, I give command 
that no one be insolent to me, lest we should come to blows in your 
presence. 

King. Since I have been king I have held only two Cortes. This 
third I have assembled for the love of the Cid, that he may demand 
justice against the Infantes of Carrion for the wrongs which we all 
know. The Count Don Remond shall be the judge in this case. I 
give order that no one shall speak without my command or utter 



IpO APPENDIX 

anything insolent against the Cid; whoever shall disturb the Cortes 
shall be banished from the kingdom. I am on the side of him who 
shall be found to have the right. 

[King turns to Count Don Remond and holds out a Bible to him.] 

Count Remond do you hereby swear upon the Gospels that you 
will judge between the Cid and the Infantes of Carrion rightly and 
truly according to the law? 

Count. I do solemnly swear that I shall judge truly and according 
to the law. 

Kiitg. Cid, I bid you make your demand. 

Cid. Sir, there is no reason to make long speeches here. I demand 
of the Infantes of Carrion before you two swords which I gave into 
their keeping; the one is Colada, the other, Tizona. I won them 
like a man, and gave them into the keeping of the Infantes that they 
might honor my daughters with them, and serve you. When they 
left my daughters in the oak forest of Corpes, they chose to have 
nothing to do with me, and renounced my love; let them, therefore, 
give back the swords, seeing they are no longer my sons-in-law. 

King. Judge, I bid you decide this matter. 

Count Don Garcia. We will talk of that. [Confers with Infantes 
and uncle. The Infantes bring the swords to the king. King draws 
swords. All marvel at their brightness. The Cid arises and receives 
them, kisses king's hand, and goes back to ivory seat.] 

Alvar {to Cid) . 1 beseech you give Colada into my keeping while 
this Cortes shall last, that I may defend you with it. 

Cid. Take it; it hath changed its master for the better. 

Bermudez {to Cid). I beseech you give the sword Tizona into 
my keeping, that I, also, may defend you while this Cortes shall 
last. 

Cid. Take it; it also hath changed its master for the better. [Cid 
lays hand on his beard. Infantes shrink back with fear.] 

Cid. Sir King, I have now another demand against the Infantes of 
Carrion. I gave them when they took my daughters from Valen- 
cia, horses and mules, and cups and vessels of fine gold, and other 
gifts, thinking that I gave them to my daughters whom I loved. 
Now, sir, since they have cast off my daughters, and hold themselves 



APPENDIX 191 

to have been dishonored in marrying them, give command that they 

restore to me that which is my own, or show cause why they should 

not. 

[Infantes appear much disturbed.] 

Judge. Infantes, what have you to say? 

Ferrando. We gave his swords to the Cid, thinking that he might 
ask nothing more of us. 

King. You must answer the demand of the Cid. 

[Infantes and friends consult among themselves.] 

Don Garcia. Sir, it is true that the Cid gave what he now asks 
back, but the Infantes have expended this money in your service, 
therefore I hold that they are not bound to restore it. 

Cid. I pray you that judgment be given whether they are bound 
to pay it or not. 

King. If the Infantes have expended anything in my service, I 
am bound to repay it, for the Cid must not lose what is his own. 
Judge, decide this matter. 

Judge. Since the Infantes acknowledge that the Cid has given 
them treasure with his daughters, and that they have abandoned 
them, they must restore the gifts. 

[Infantes appear greatly troubled.] 

Ferrando. Cid, we wish to have time in which to restore these 
gifts. 

Cid. I will grant you fifteen days and you shall not leave the 
Cortes until the payment is made. 

[Cortes dismissed. In the meantime the Infantes are supposed to have 
made the payment.] 

Scene II. As before. 
Cid. Sir, I have recovered my swords and my treasures; now I 
pray that you will hear this other demand which I have to make 
from the Infantes. It is hard for me to make it though it is rooted 
in my heart. Let them answer before you and tell why it was they 
asked to marry my daughters and why they took them away from 
Valencia and left them alone in the forest to the wild beasts and 
to the birds of the mountain. 



192 APPENDIX 

Ferrando Gonzales and Diego Gonzales, I say you are false traitors. 
Here, before the king, I challenge you to mortal combat. 

King. Infantes, I command you to make an answer. 

Ferrando. Sir, we are your subjects and of the best blood in Cas- 
tile, and we hold that men of such station are not well married to 
the daughters of Rodrigo Diaz. For this reason we forsook them. 
We hold that in doing so we did nothing wrong, for they were not 
worthy to be our wives. 

Diego. You know, sir, what perfect men we are in our lineage, and 
it did not befit us to be married to the daughters of Rodrigo. 

Suera. Come away. Infantes, and let us leave the Cid sitting like 
a bridegroom in his ivory chair. He lets his beard grow, thinking to 
frighten us with it. 

[Cid puts his hand up to his heard.] 

Cid. What have you to do, Count, with my beard? It is long 
because it is kept for my pleasure. Never son of Moor or Christian 
has plucked it, as I did yours in your castle of Cabra, when I took 
your castle and took you by the beard. There was not a boy in the 
army but had a pull at it. What I plucked then has not grown 
yet. 

Suera. Come away. Infantes, and leave him. He is not your 
equal that you should stay and quarrel with him. 

[Knights of Cid look at each other with fierce glances] 
Cid (to Pero Bermudez). Speak, Pero Mudo, why are you silent? 
Pero. I tell you what, Cid, you always call me dumb-ee in Court, 

and you know I cannot help my words, but when anything is to be 

done it shall not fail for me. 

[Pero goes up to Count Garcia, clenches his fist, and gives the count 

a blow, which brifigs him to the floor] 
[Everybody shouts: people on the Infantes^ side cry '^ Cabra and 

Granon^'; those on the Cid's side shout " Valencia and Bivar."] 

[The Infantes rush o^it, and the king calls them hack. They come hack. 

The king goes apart with the judge] 

King. I have taken counsel with the judge in this case and this 

is the sentence that I give, that both the Infantes and Count Suera 



APPENDIX 193 

Gonzales, their uncle, shall do battle with such three of the Cid's 
people as he may appoint, and thereby acquit themselves if they can. 

[Infantes and knights of Cid go out.] 
[The combat is supposed to have taken place and the knights of the Cid 
come back with the result of the combat.] 
Alvar. Sir King, we have brought you good tidings. We have 
slain the Infantes of Carrion and their uncle. 

[Rejoicing in the Cortes.] 
[Curtain.] 



STORY FOR THE SECOND GRADE 

Bibliography: 

Stanley, In Darkest Africa, Vols. I, II. 

Stanley, My Kalulu, a Story of Central Africa 

Penfield, Present Egypt. 

Herbertson, Africa. 

Du Chaillu, In African Forest and Jungle. 

The following story was compiled by Miss Edith Hammack, a stu- 
dent-teacher, for use in the Second Grade of the Training School. 
It illustrates very well the correlation of history with geography and 
nature study. It is reproduced here for use in connection with the 
course of study, and also as a specimen of what an energetic teacher 
can do amid congenial surroundings. It required labor, but the 
knowledge gained repaid the effort, to say nothing of the interest 
hundreds of children have taken in the story. Of course, such a 
story is necessarily faulty in many respects, but it should not be 
subject to the usual standards of criticism. It must be remem- 
bered, also, that the story is to reach the pupils through the medium 
of a trained teacher. 

OSOM, THE AFRICAN BOY 

In certain parts of Africa there are many forests. The trees are 
very tall, some being from twenty to one hundred and eighty feet 
high and from a few inches to four feet around the trunks. 



194 APPENDIX 

Just think how tall a tree would be if it were twice as high as the 
Normal School! 

These trees are crowded close together. Their branches and 
leaves are very thick, and being so close together they entangle one 
another, making a roof, which shuts out all the light and sun. So 
under these trees it is very dark, as if it were night all the time. 
Once in a while there will be an opening, where the light peeps through. 
Would you like to live in such a dark place? 

Vines with pretty little flowers wind around the trunks and 
branches and in and out among the leaves, sometimes hanging 
down in long loops that, if children were there, might be used for 
swings. 

Covering the branches and trunks are great masses of moss, that 
look like a coat of warm, green fur. These little plants or mosses 
live on the air and are called air plants. They do not have roots in 
the ground, but start to grow anywhere on the trees when it is moist 
and damp. 

The ground is covered with a thick growth of brush and plants. 
A thick carpet is made of the pretty colored dead leaves and twigs 
that have fallen to the ground. 

Men would have to chop their way through these forests. 

You would not think that people would want to live in these 
dark, damp forests, but they do. 

Scattered about in these forests are many muddy little streams 
and shallow pools, covered with so many little tiny water plants 
that it looks as if there were a green scum over the water. 

Near the streams the people might live. 

Would you like to take a trip to this wonderful country? Well, 
of course we really cannot do that just at present, but we shall do 
the next best thing. We'll pretend to go, so let us start right away! 
Here we are at San Diego (pointing to a map in view of the children). 
Now, which way shall we start? . Mary is right, we shall go east- 
ward. Which direction is east? All may point eastward. Very 
well, we are going to start. How shall we travel ? Walk? Yes, we 
shall go first by the steam railroad. What country is this we are 
traveling through? It is a long, long journey, by train, lasting six 
or seven days, a whole week, and then the train puffs into a great 



APPENDIX 195 

city, the largest in the United States, right here where this little 
black spot is on the map. What city is it? Why do we not go 
farther eastward by the train? Oh, there is an ocean there, is there? 
What ocean is it? How shall we cross the ocean? Why, it is as far 
across the ocean as it is from San Diego to New York, isn't it? How 
long do you think it will take us to reach — where are we going? 
John, come and show me Africa on the map. We are going to land 
right here near the mouth of a big river (Congo River). Do you 
think it will be warm or cold in this country? Now we are on the 
shore and we shall go away southward into one of the funny forests 
I told you about. And what do you suppose we shall see there? 
Yes, that is right, but nobody has thought of one thing we shall see, 
a really fine-looking, bright-eyed little black boy who pops out of 
the brush and who is going to accompany us on this wonderful trip 
through this wonderful country of Africa. The name of this little 
boy is Osom; there it is on the blackboard. Delia, you may pro- 
nounce it for me. That is good. First, I am going to tell you 
something about Osom and how he lived. 

A long time after Hiram,^ Osom lived in one of these forests. His 
people had cleared away quite a large piece of ground under the 
trees, the branches of which made the great roof over their home, 
which shut out the sun and light. But they did not mind that, but 
made their little houses under the roof. 

A large open space was left in the center of the clearing, around 
which in a circle they made their houses. They looked like little 
round mounds made out of leaves, twigs and branches woven to- 
gether. At one end was left a little opening from two to three feet 
high for a little door. What other people Hved in huts something 
like this? (Indian wigwam, Eskimo igloo.) Outside of this circle of 
houses were planted palm and banana trees, melons, beans, and 
those things which grow in a hot, damp climate, for it was very hot 
in Africa and there was a great deal of rain. 

In the forest all around the village were many wild animals, ele- 
phants, wild pigs, monkeys, wild cats, lions, leopards, giraffes and 
others too, and a great many little birds. 

1 Refers to Hiram, the Phoenician Boy. 



196 APPENDIX 

In the streams were fish, oysters, and clams. 

Now, could you guess from all this how the people who lived in 
this forest made their living? 

Let us look and see if we can find any people. Yes, there they 
come! But only the men and boys. They have been hunting and 
are bringing back a great deal of game. Their bows and arrows are 
hung over their shoulders. Some one seems to call and soon, run- 
ning in every direction from the huts, are the women and children, 
to meet the men and see what they have. Soon everything is all 
hurry; the girls and women are getting the game ready to cook, 
while the men sit down and smoke and rest. Some of the women 
go and gather bananas and dates for the dinner. The women are 
the ones that do all the work of the village, while the men hunt and 
smoke. 

Soon the dinner is all ready and they all begin to eat. How small 
these people are! The tallest man seems to be not more than four 
or five feet high. They are called pigmies because they are so small. 
And they are as black as they can be. They wear very Httle clothing, 
if any, for their country is so hot that they do not need the clothing 
as a protection. Their faces are long and narrow, and they have 
small reddish eyes which are very close together. 

After they finished they all sat there very still. What are they 
doing? 

In the forest, hunting, was a band of white people led by Mr. 
Stanley and a few African guides. They came suddenly on this 
little village when the people were sitting so quietly, and they too 
wondered what these people were doing, so they hid and listened. 

This is what they heard: 

The Story of Mr. Rabbit 

(Note: Mr. Harris' exquisite stories represent truly African folklore, 
hence are introduced for that purpose here.) 

Mr. Antelope went to visit Mr. Rabbit. "What shall we do to 
amuse ourselves?" said Mr. Antelope. 

"Let us take turns' on 'jumping into this pot of water," said Mr. 
Rabbit, getting a very large pot and filling it with water, / 

"You get in first, Mr. Rabbit" said Mr. Antelope, 



APPENDIX 197 

"All right," said Mr. Rabbit, and jumped in. After a while he 
called, "It is your turn now." So he got out and Mr. Antelope 
jumped in and Mr. Rabbit put the cover on tight and quickly built 
a fire under the kettle. 

Pretty soon the water began to get hot and Mr. Antelope cried 
to get out, but Mr. Rabbit said, "No, no, Mr. Antelope, you are 
caught now." 

Soon Mr. Rabbit had his supper ready. After he had eaten all he 
wanted, he took the horns of the antelope and began rubbing them 
with grease. Soon he blew on them and it made a very loud blast. 
And all the animals came running to see where the noise came from. 

"The master of beasts is calling for you," said Mr. Rabbit, and 
away they all ran. Soon Mr. Rabbit blew again, and again they all 
came running, and he said, "The master of beasts is calling for you," 
and away they all ran. 

Mr. Hippopotamus, however, did not beheve Mr. Rabbit, so he 
hid and watched him and he saw Mr. Rabbit blow on the horns. 
So he came out of his hiding place. 

Mr. Rabbit was very angry, but said to himself, "I shall trick you, 
too, so you can't tell on me." So he said, "You come and blow the 
horns, Mr. Hippopotamus." This pleased Mr. Hippopotamus very 
much, so he tried to blow the horns, but he could not, no matter how 
hard he tried, make the same noise that Mr. Rabbit did. 

"Your upper Hp is too long," said Mr. Rabbit, and he cut it off a 
little. But still he could not blow the horn. "Your lower lip is 
too long," said Mr. Rabbit, so he cut it also. 

Then Mr. Hippopotamus tried to blow, but couldn't blow at all 
and he tried to tell Mr. Rabbit so, but could not talk. Then he 
realized that Mr. Rabbit had tricked him so that he could not tell 
his secret. Then he wandered off, very sad. 

Mr. Rabbit then started out to hunt some more mischief. Soon 
he came upon a village, where the women were working in the fields. 

He blevv^ a loud blast on his horn and called, "Run! run! the army 
is coming!" and the people ran. 

When they were gone, he went down to the village and stole, some 
food and then hid some more where he could get it again. He was a 
lazy rabbit and did not like to work. 



igS APPENDIX 

Soon the people came back and he blew again. Again they all 
ran. But this time they said to each other, "Mr. Rabbit is just 
fooling us; let us trick him and see." 

So they made a woman out of tar and put her in the fields. Then 
they went back to work. Soon Mr. Rabbit blew his horn again and 
called, "Run! run! the army is coming," Away they all ran, except 
the tar woman. 

When Mr. Rabbit saw her, he was very angry and said to her, 
"Go away! Go away!" But she did not move. Thinking that she 
was deaf, he went up close to her and shouted in her ear, " Go away!" 
But she paid no attention, but stayed right on. 

"If you don't go away I shall hit you." Which he did and 
his hand stuck fast in the soft tar. "Let me go!" screamed Mr. 
Rabbit. "If you don't let me go, I shall hit you with my other 
paw." 

But the woman would not let go, so he hit her with his other hand. 
That stuck also. Then he screamed. "Let me go! Let me go! 
I shall bite you with my teeth if you don't let go!" But she did 
not let go and he bit her with his teeth and they stuck. Then he 
kicked and kicked and tried to scream but could not make a sound. 

Soon the people came back and set him loose. Then they decided 
to kill him. 

"Oh! please kill me on the back of your chief," begged Mr. Rabbit. 
They allowed him his one request. When all was ready and they 
were about to spear him, Mr. Rabbit gave one great leap and got 
away, and instead of killing him they killed their chief. 

The white men as well as the pigmies were interested in this story. 
The white men noticed one little boy especially, who seemed so 
interested. This little boy was Osom. He was not as big as most 
of you, but he could do a great deal more. For when they were very 
young the little boys were taught to shoot the bow and arrow and 
to hunt. 

The white men did not know whether these pigmies would be 
friendly or not, but they thought that they would visit the village 
anyway and see. 

Just about this time Httle Osom thought that he would go into the 



APPENDIX 199 

forest and see if he could get an antelope for its horns, and he ran 
straight into these white men. Now, neither he nor his people had 
ever seen white men before, so he was very much frightened and 
would have run back, but Mr. Stanley was very kind to him and 
gave him some pretty beads, which pleased him very much. Osom, 
then took them to the village. 

All the pigmies crowded around to see the white-faced men and to 
get some pretty beads and to look at their things. Some began to 
get too familiar and Stanley thought he would show them that he 
was dangerous, if they did him any harm, so he fired his gun. 

How those pigmies scattered! In a minute not one was to be 
seen but Osom, who laughed at their fright and told them that the 
white men would not hurt them if they treated them well. So they 
all came back, but were careful not to get too near the thing that 
"bum-bumed" so loudly. 

They then gave the hungry white men some of the feast that was 
left, and told them that the next day they were going hunting again. 
So Mr. Stanley said that he would go with them and see how they 
hunted. 

The next morning very early the pigmies were scurrying around 
getting their weapons together and sharpening them. They had 
bows and arrows, spears and knives of aU kinds. 

First they weni; to visit the traps which they set to capture the 
animals. 

Little Osom had made a trap all by himself, so they visited that 
first, as he was so anxious to see whether it had captured anything or 
not. He had dug a deep pit in the ground, then covered the hole 
over the top with branches, leaves and twigs and a little dirt, so as 
to deceive the animals in regard to the danger below. As they 
neared the pit they saw that the ground was all torn up around it. 
They all began to run! It looked as if something had fallen into the 
pit and then another animal had pawed around trying to get it out. 
They found the tracks to be those of elephants. And when they 
looked in what do you think they saw? Nothing. Poor little 
Osom was so disappointed. 

They decided that something had been in the hole, and found that 
it was a baby elephant, that had fallen into the pit. But the mother 



200 APPENDIX 

elephant had rushed frantically about trying to get it out, and had 
finally done so with the aid of her trunk, as the elephant was small. 
If it had been larger, she could not have done so, for there would not 
have been room in the pit for her trunk. 

Osom felt bad at first, but then said, "Anyhow, I should not have 
wanted to take the baby from its mamma." However, in some of 
the larger pits they did catch some animals, an antelope, a giraffe, 
and a buffalo. This was very good success. 

They had other kinds of traps also. One was a shed built out of 
twigs and branches of trees. They were hung from a tree by vines, 
which were twisted together making a stout rope. Underneath the 
shed were placed nuts as bait for the animals. When they came to 
eat the nuts, at the slightest jar it would fall and capture them 
alive. 

Instead of sheds they have spearheads, with heavy weights at- 
tached in the same way. These were covered with a poison made 
from plants, and would kill the animals at once. 

Then they all followed a stream. Mr. Stanley had some hunting 
dogs with him and very soon they started a ram that was quietly 
feeding. The country was not level and was very dangerous, there 
were so many cliffs, precipices, and forests and streams. It was 
over this country that they followed the ram. Mr. Stanley shot at 
it, but missed it, so he put Osom on the horse behind him and away 
they went, over hills, across streams, and through forests. Finally 
the ram led them over a marshy ground, which was hard to cross. 
The ram was tiring fast, but suddenly it disappeared in the tall 
grass, which closed over it, and not a trace could be seen. The 
horse kept swiftly on and all at once came upon it, stopping so shortly 
in its surprise that its riders turned a somersault and came down on 
the ground. Too late, for the ram had disappeared. Osom said, 
"That ram deserved to be free after such a run as that," and Mr. 
Stanley thought so too. 

Soon the rest of the party came up and they rested awhile before 
going on. They wanted to find some leopards, as their skins were 
valuable for trading. All day they tried but could not find one. 
Just as night was beginning to fall, and they were getting ready to 
camp, Osom's bright eyes saw something moving in the tall grass. 



APPENDIX 201 

Sure enough it was a leopard, but it was too dark to hunt then, so 
they had to wait until morning. 

Early the next morming they were bright and ready. They de- 
cided that as they did not know just where the leopard was, the 
best way to capture it was by bush-driving. Do you know what 
bush-driving was? Well, I will tell you. 

The pigmies were placed at different spots, in a sort of a half circle, 
where they thought the animal was. When Mr. Stanley reached a 
certain rock with his "bum-bum" and waved his hat, they were all 
to rush toward him, making as much noise as they could. When they 
saw the hat waved, what a noise they made I The dogs barked, men 
yelled, and all made a rush forward. Soon the dogs began to bark 
joyfully as if they had found something. Very soon the grass began 
to move and a leopard leaped upon a rock, with a baby cub in its 
mouth, looked about for a second and leaped down again before 
any one had time to shoot. Do you suppose Mr. Stanley was sorry? 

As they were going along thinking how hard that mother had to 
work to save her baby, suddenly they came face to face with a group 
of lions, who were surprised also. They all looked at each other in 
astonishment. Then Osom said, "Let me lasso one!" Then the 
men woke up and were soon ready to capture a lion. Quietly Osom 
threw a rope and sure enough it dropped over the lion's head with 
such a jerk that it pulled him over on his back, then some men lassoed 
his feet and the lion was captured. The other lions fled and all got 
away. 

What do you suppose they were going to do with that lion? 

Yes, they were going to send it to some circus so that many little 
boys might see it. Do you suppose any of you ever saw that lion? 

Mr. Stanley now wanted to move on toward northern Africa. 
He wanted very much to take Osom with him. At last his people 
said that he might go. He was very glad, for he wished to see things 
and go in boats and, too, he had become very fond of Mr. Stanley. 
So the parties separated. The pigmies went home and Mr. Stanley 
and his party started for the Congo River country, away up here. 
Which direction was he going? Would it be a long or a short 
journey? 

As they had traveled quite a way in hunting it did not take them 



202 APPENDIX 

so very long to reach the Congo River. Mr. Stanley and his party 
had been in this valley before and had gone southward where they 
had met the pigmies. They had left their canoes turned over in 
the forests, so now they got them out and started on the water. 

All went smoothly for a time, but soon their troubles began. 

As they looked on the banks of the river they could hear great 
shouting and could see the natives running swiftly about, waving 
their arms and getting together their weapons. From the noise and 
excitement they thought that the natives were having a war dance, 
as these were the warlike natives of Africa. They were much taller 
than the pigmies and very much blacker, for they did not live in a 
sheltered forest, but their village was out in the open, with only a few 
trees to shelter them from the burning sun. 

Soon a boat pushed out from the shore and came toward them. 
"Peace! Peace!" shouted Stanley. But the natives did not want 
peace. They told Mr. Stanley to go back. But he said, "No! No! 
the river is carrying us on; we cannot turn back." 

A savage then threw a spear at Mr. Stanley, which just glanced 
over his head. He then gave orders to fire. When the smoke 
cleared away they saw that the black folks had disappeared and that 
in their fright they had tipped over their boat and were swimming to 
the shore. Their weapons and shields were floating on the water. 
These the white men picked up and went on their way. 

Day after day they were compelled to fight as they floated down 
the stream. While passing these warlike people it was almost im- 
possible to get food. So when they came to a friendly village they 
made a desperate effort to get provisions. 

Beyond the banks of the Congo were very fertile fields and also 
great forests of oil palms and rubber trees. The Stanley party 
stopped and traded ivory and beads and skins for bananas, onions, 
cabbages, rice, and wheat. They were very much delighted at getting 
these things. 

Going down the river they came to a fishing village where the 
women were out fishing. They had nets or baskets in which they 
were catching the fish. 

As they passed on they came to some forests. The trees were 
very tall and the underbrush was very thick. 



APPENDIX 203 

While passing between those green walls there carne up suddenly 
one of the violent rainstorms that often occur in that part of the 
world. With a sudden rustle and roar the forest seemed to move; 
the river, which was as smooth as glass, suddenly became a stormy 
sea; the huge trees swayed to and fro and moaned fearfully. Then 
came the rain and hail in torrents. The ground, which was before 
parched and dry, was covered with streams of running water. It 
was a time of danger to the little fleet of boats. The men all saw 
the danger and determined to escape. How they scrambled out of 
their boats and ran for shelter! 

In an hour the clouds had scattered, the wind grew fainter and 
fainter as it passed away, and the rain and hail ceased. Everywhere 
was heard the gentle patter, patter of rain from the leaves. Soon 
the sun came out and the storm was over. Then the party went on 
till they reached some waterfalls called Stanley Falls, where they 
wished to start a httle settlement. They left some men and natives 
there and the rest started across the country for the Nile River up 
here, north from the Congo. 

They passed_^through a thick jungle. They were very quiet, for 
they did not know what dangers they might meet. 

Suddenly they stopped and listened. They seemed to hear the 
beating of a drum. What could an English drum be doing in that 
country? How they did hurry! Soon they heard a strange barking 
sound. They pulled the branches to one side so they could see out, 
and what do you suppose they saw? — a huge gorilla beating his 
great chest and barking loudly. ^Vhen he struck his chest it sounded 
just like a great drum. When he saw the party, he stood erect and 
stared boldly at them. He was nearly six feet tall. One native of 
the party became so frightened that he dropped his gun and ran. 
The gorilla picked it up and broke it in his strong hands. 

The men went on through the jungle till they came to some queer- 
looking shelters fixed up in the trees about twenty feet above the 
ground. The natives told them that these were the nests of the 
nest-apes; before long they saw many of these apes sitting under 
their shelters, out of the burning sun. Did you ever see an ape? 
What does it look like? What people used to live in trees like that? 
As they came near quite a large stream they heard a continual 



204 APPENDIX 

chatter which sounded almost as if it might be human voices. What 
do you suppose it was? When they came where they could see the 
stream, a strange sight met their eyes. From a branch of a tree on 
one side of the stream hung a hne of monkeys, each monkey cHnging 
to one above, and all chattering as loudly as they could. Stanley 
wondered if they really had a language of their own. Presently 
this line began to swing back and forth till the monkeys were swing- 
ing far over the stream. At last one monkey on the end grasped 
hold of a branch of a tree on the opposite side of the stream, and 
there they hung. Thus a bridge was made over the stream for the 
other monkeys to pass over. 

That night the Stanley party camped near the stream. The smell 
of food attracted an army of ants. These ants were the dread of 
Africa. They marched in long, regular lines, two inches broad 
and several miles long, clear across the country. Everything fled 
before them, — animals and men, even great elephants. Along the 
line at different points were larger ants which acted like ofScers. 

All this time Osom had helped the white men a great deal. He 
knew all about the country and could tell Mr. Stanley the meaning 
of many sights and sounds to which white men were not accustomed. 
How do you suppose Osom and Mr. Stanley could talk together? 
You know primitive people, like the Indians and Eskimos and the 
Cave Dwellers, can talk by signs. Do you know any signs such 
people use? Then, Mr. Stanley had been in Africa for some time 
and knew a good many words that most of the natives seemed to 
understand. Do you think animals can talk to one another? Osom 
was a very bright boy and Mr. Stanley soon taught him many Eng- 
lish words, so they were able to talk together very comfortably. It 
is very nice for Mr. Stanley and Osom to allow us to go with them on 
this interesting trip. Do you know how we can do that and still 
all the time be right here in San Diego? Well, here is a big book 
in which Mr. Stanley has told us all about his journey, and there are 
several books like this which tell us about Osom and many other 
little African boys and the very curious and barbarous lives they 
lived. Do you know what I mean by a barbarous life? What is 
the difference between the way a savage or a barbarian lives and 
the way a civilized man lives? What savages or barbarians have 



APPENDIX 205 

we heard about? Do we live like barbarians? What do we call 
the kind of life we live? 

But we must go on with our journey. We shall run away as 
fast as we can from these dreadful ants and travel on across the 
country. We shall not meet with anything very exciting for some 
time until we hear the sound of falling water. Then we shall begin 
to hurry, for perhaps this means that the river is near. The party 
now began to pass more native tribes, some of whom were friendly 
and with whom they traded, and others were not. 

Most of these natives were caring for their flocks, so had no special 
villages; when the flocks used up all the food, they moved on to some 
other section. They dressed very simply in skins, which were 
tanned black, and wore many ornaments, such as brass and copper 
bracelets. They carried bows and spears as weapons. 

One day after they had crossed some bad swampy land they came 
to some beautiful green hills. Here were some villages, which were 
the neatest and cleanest that they had ever seen. Osom had never 
been in such a village and was greatly delighted. The huts were 
made of grass beautifully woven together, and around them were nice 
little gardens. The people dressed better also than Osom's tribe. 

The air was nice and cool, so they started to climb the hills to see 
what was beyond. What do you think they will find? Well, it 
was a beautiful blue lake of clear, fresh water. How they shouted 
and waved their hats! They were so glad to see water again. This 
was called Victoria Lake. Here it is away up in the mountains. 
How far was it away from where Mr. Stanley had found Osom? 
They followed along the banks of the lake. Why do you suppose 
they did not get boats and go by water? Osom wondered and asked 
Mr. Stanley, but he told him. to wait and see. The roaring sound 
that they had heard at first was getting louder and nearer. Osom 
did not understand it, but Mr. Stanley did. What do you think 
that the noise was? 

Soon they found out. The lake went smoothly along and sud- 
denly dropped off from a cliff with a great splash and roar. There 
were thousands of little fish leaping over the edge with the water. 
In the water below fishermen were waiting in canoes with fish nets 
and lines to catch them as they came over, 



2o6 APPENDIX 

They went on, passed these great waterfalls and many little falls 
and cataracts as they followed the river that flowed out of the lake. 
Finally they came to another lake called Albert. Here it is. Why 
do you suppose Mr. Stanley called these lakes "Victoria" and 
"Albert"? Did you ever hear of any woman named Victoria? 
What was her husband's name? Good! You have guessed right. 
Queen Victoria was on the throne of England when Mr. Stanley and 
Osom made this journey. 

On this side of this lake rose a grand range of mountains, several 
thousand feet high. In several places streams gushed down the 
mountain side and plunged madly into the lake in great steaming, 
foaming, white waterfalls. So the lake was like a stormy sea. 
Why? If we follow down this river, would we reach Osom's home? 
No? What sea is this? 

Near by they saw a fishing village. Around the huts were beauti- 
fully made harpoons, hooks, and lines used by the fishermen. 

Out of this lake the Nile River flowed. So now they began to 
cut down the trees. W^hat for, do you think? They split the logs 
in two and roped them together. What had they made? Then they 
piled their baggage on and the natives made some paddles and away 
they paddled down the river. 

The river gradually became narrower as they went on and there 
were many turns and bends in it. Once they had to land and go 
around another waterfall. After that they got some canoes of the 
natives and so moved on more rapidly than before. 

This was a great crocodile country. What is a crocodile? Often 
they saw crocodiles being harpooned by the natives. How was that 
done? The harpoon was something like a very long spear, which 
they threw. As soon as a crocodile was hit he would take to the 
water and lash frantically about, trying to get free. The native 
would follow him in his canoe. Sometimes a hard fight would take 
place and the native would have to use his dagger to protect himself 
and then flee, but he usually captured the crocodile. 

As they passed from village to village, the people seemed more 
civilized and their villages grew. The houses were now built of mud 
and looked very much as an adobe house does in this country. How 
many ever saw one? What country of Africa were they now in? 



APPENDIX 207 

Have you ever heard of Egypt before? Who lived there? It was very 
many years before the time of Osom that Kufu lived. 

They v/ere novv^ in upper Egypt. They noticed that on the sands 
v/ere many beetles. The people were very careful of them. Why 
they were, Mr. Stanley did not know at first, but he soon remem- 
bered that the beetle had always been sacred to the Egyptians. 

There seemed to be a great excitement everywhere; every one was 
celebrating. The houses were decorated with lanterns and flags. 
Every evening the river v/as filled with little boats twinkling with 
lanterns. They heard singing and laughter and saw people dancing. 
One evening every one came down to the river. They watched and 
waited there for a long time. They threw coins into the river and 
the poor people would dive after them. At last Mr. Stanley found 
out what it was all about and why every one was so happy. The 
river Nile was beginning to rise. Now why do you suppose that 
made them so happy? 

In this part of the country it did not rain much. The only way 
the people had of watering their crops and making things grow was 
when the Nile River rose and overflowed its banks and covered all the 
fields with water. 

The Nile River you remember started from the lakes. In that 
country there was a great deal of rain, such as Mr. Stanley and 
Osom had been in, and that, with the snow from the mountains, 
fiUed up the lakes and flowed into the river, making it rise during a 
certain part of the year. 

These people did not know what caused the Nile to overflow, for 
they were very ignorant. They thought that the beetles came out 
of the ground and made holes for the water to come through. So 
that was the reason that they were so kind to these beetles and 
worshiped them, for they said that the beetles helped them to live, 
for they could not live unless the water came over their fields. Osom 
was very much interested in all that he saw. He began to feel a 
little ashamed of his own people when he saw in how much better 
way these people along the Nile lived than his own folks. He told Mr. 
Stanley that if he could learn how the white men lived he would like 
to go back to his own country and teach his tribe so they could be 
cleaner and healthier and not fight each other quite so much. 



2o8 APPENDIX 

About October the water reached its highest. In November it 
began to go down. Why? The earth was then covered with a 
thin layer of nice, rich earth which the water had left, and the ground 
was thoroughly soaked. 

After this they ran a plow over the ground and then planted their 
grain and gardens and let the flocks of sheep and goats trample the 
seeds into the ground. Wasn't that a funny way to cover the seeds? 
How do we sow our grains? Before many weeks the fields instead 
of being covered by a sea of water were covered with a sea of beau- 
tiful growing grain. 

The people did very little work, simply irrigating when their crops 
needed it. 

One way, as you see in the picture, is with two men and a basket. 
The men stand out in the middle of the stream, holding a basket 
between them. This they fill with water and swing it back, empty- 
ing the water into a trough, where a man guides it to the places 
where they want it by little ditches. 

They also have water wheels, which they turn by an ox. At each 
turn of the wheel buckets are filled; then when the wheel goes back 
the buckets are swung around and emptied into a trough. 

Then there was a long pole, very heavy at one end, resting on 
a post, so that it could swing up and down and around also. At 
the other end was a bucket, made out of reeds, which was let 
down into the water and was filled. Then as the heavy end goes 
down it is swung around and the bucket is emptied into a trough. 
Here is a picture on the board of this method of irrigating. In 
some places in this country water is raised from wells in this manner. 
Did any of you ever see such a "well sweep"? 

In Egypt now they irrigate more like we do in America. 

Then the party landed opposite Karnak and walked over to visit 
the great temple, which they had heard so much about. They 
walked between two rows of great huge pillars. The pillars on the 
front of our school would look like babies beside them, they were so 
very tall and large and very beautiful, too. They thought that the 
men who built them must have known a great deal about building 
and making such grand things out of stone. This great temple was 
built before the time of Kufu. Osom was very much astonished. 



APPENDIX 209 

He had never seen anything Hke it before. Here is a picture of the 
ruins of this temple. 

They went inside the temple and saw many wonderful things. 
Parts of the temple had been used for vaults or tombs in which to 
bury their dead. 

Osom saw some of the mummies against the wall, and Stanley told 
him how well those people knew how to fix bodies so that they would 
keep even for hundreds of years. This is a picture of the mummies. 
Do you see the carving on the coffins and all over the walls? 

Osom thought it was all very wonderful, for his people had never 
learned to do those things. Stanley told him that the people who 
did all that work could do at that time better work than any other 
people. They called that time the "golden age of Egyptian archi- 
tecture" because they knew how to build such v/onderful temples 
and beautiful high towers and decorated all their buildings so well, 
far better than any people before had done. But now we think 
them a little stiff and crude, but at the time they were built no 
country could do so well. 

Osom v/as very thoughtful as they went back to the river and 
tried to think why his people could not do such things. Why do 
you think they did not? 

Just at sundown every evening as Stanley and his party made 
their way to Cairo, the water carriers came down to the river after 
water. The men carried goatskins on their backs and went out 
into the middle of the stream and filled them, then carried them to 
the streets of the town and sold the water to the passers-by. 

The women also were water carriers, but they took the water 
home to use in the houses. They carried jugs, which they balanced 
on their heads. 

Stanley and his men had a good chance to see their dress. They 
wore long flowing gowns, and some sort of a headdress. The women 
never went out on the streets without covering their faces, so that 
nobody could tell who they were. What other women never went 
out without their faces covered? 

They all wore many ornaments about the neck, wrists, and ankles. 

After a little time Osom arrived at Cairo and walked through the 
streets of the town. On every street corner were Arabs, shouting 

BLISS, HIST. — 14 



2IO APPENDIX 

loudly for all to buy their goods, water, fruit, shoes, flowers, and 
whatever else they might have. 

At nearly every corner were some who were begging. Their cries 
were so loud that it was hard to refuse any of them. 

They turned up one street where they heard a great noise as of 
many people shouting and talking at once. What do you think 
they found it was? A school! In the middle of the room sat an 
Arab with quite a number of little boys sitting around him. All 
were rocking back and forth and shouting at the top of their voices. 
What were they doing? Learning their lessons! Could you study 
that way? Well they did, and the louder they shouted the better 
they learned the lesson. Osom v^^ished very much that he might go 
to such a school and learn. Mr. Stanley told him that he would 
take him to England with him and he could go to school there, so 
Osom was very happy. 

Stanley now found some native guides and some camels, for he 
wanted to take a trip to the pyramids. This was Osom's first ride 
on a camel, but he was not a bit frightened, for he had ridden on 
elephants and many other animals in the forests. The camels 
moved very slowly, swinging from side to side. This motion almost 
made Osom seasick, but he soon got used to it. Before long Osom 
saw some objects that looked like some mountain peaks in the dis- 
tance. What do you suppose they were? He asked the guide and 
was told that those were the pyramids. The guide said: "Kings, 
long, long ago, built them for tombs in which to bury kings and 
queens and other members of the royal family. Inside there are many 
halls and stairways and rooms, that wind in and out. You can't go in 
without a guide, for in going through the different rooms and halls 
you would get lost and not be able to get out again." "Can I go 
in?" asked Osom. "Yes, I am going to take you in, because I know 
the way. You will see many mummies there, too." Mr. Stanley 
told Osom that one of these pyramids was built by a famous ancient 
king of Egypt named Kufu. 

"Do you see that red pyramid over there?" asked the guide. 
"Well, I know a story about the king that built it." 

Osom was delighted, for he had not heard a story for a long time. 
Here is the story the guide told Osom : 



APPENDIX 211 



The First Cinderella 



One day a king sat in his courtyard with all his servants around 
him. His little boy, the prince, was playing in the garden. The king 
was looking very, very tired and cross. He looked that way most 
of the time, and was a very strict, cruel king, and his people, all but 
the prince, were very much afraid of him. 

Suddenly the prince cried, "Father, I see an eagle! I must run 
and get my bow and arrow!" 

"No! No, son, that is only a cloud." But the boy was away 
across the garden, when all at once something fell at his feet. He 
stooped to pick it up, and was going to throw it into the brook, when 
the father called and said, 

"Bring it here and let me see what it is the eagle dropped." What 
do you think it was? It was a beautiful slipper. The king exam- 
ined it very closely and at last said, 

"Whoever owns that slipper and has a mate to it, and whose 
foot it will fit, shall be queen and be buried in the red pyramid." 

All the people then started out to hunt for the owner of the slipper. 
The king became quite happy and interested. 

One day there was a great commotion. Some one cried, "The 
queen has been found!" "Bring her in," said the king. They 
brought her in and she fell down at the king's feet, as was the custom 
of that time. She was as black as she could be. The king was 
very much disappointed, but he was too honest to go back on his 
word, so he said, "Rise, and try on the slipper." She did and every- 
body held his breath to see if it would fit. Do you think it did? 

Yes, the slipper was an exact fit. The king was about to tell 
her that she would be queen, when he saw that she did not have the 
mate to it, so he said, "Where is the mate?" She did not know and 
threw herself down on the ground. 

Then the king was very sad to have any one deceive him just to 
be queen. So he had them lead her away. 

A long, long time passed, till one day every one began crying, 
"Here comes the true queen." The king was very glad, for he was 
afraid that he could not find her. 

She was a very beautiful girl and came and stood before the king 



212 APPENDIX 

not the least bit afraid of him. He was surprised that she did not 
fall at his feet as everybody did. 

He asked her who she was and she said that she had been stolen 
from her home and had been made a slave. 

She then tried on the slipper. Did it fit? Yes, perfectly. Then 
she brought out the mate and put it on. 

"How did you lose it?" asked the prince. 

"I was bathing in the brook and I left it on the bank. When I 
went to get it, it was gone." 

"The eagle stole it!" shouted the prince, "and dropped it here on 
purpose, so you could come and play with me." 

"I think so too," said the girl, and the king thought so too, so made 
her princess. 

Everybody loved her very much and she made the king's life 
much happier and he soon became good and kind to his people and 
they were not so afraid of him any more. At last when the king 
died the prince and the beautiful princess, who had been married, 
ruled over Egypt. 

After the party had visited the pyramids and the sphinx and had 
seen all the wonderful ruins and the work of the ancient Egyptians, 
they went back to Cairo. 

Mr. Stanley was now in a great hurry to get home, so he got five 
camels and began to make preparations to cross the great desert. 

Why do you suppose he got camels? Yes, because they were the 
animals that could live on the desert. They can travel six to ten 
days without water, and feed on thorny bushes. When a camel 
gets water he drinks more than a hundred pints (how much would 
that be?), enough to last him ten days. This water he stores away 
in his spongy hump. Then, too, the camel has soft, cushioned feet 
that keep him from sinking into the sand and prevent the hot sands 
burning his feet. 

The desert is a great stretch of sand with very little growing on 
it. Once in a while you will come to a spring where everything is 
beautiful. This is called an oasis. 

Mr. Stanley and Osom started out. They traveled for days and 
days. Soon their water began to give out. 



APPENDIX 213 

One day the camels became very, very restless and it was hard 
work to make them go on. All noticed a little cloud ahead of them, 
but they did not know v/hat it meant. 

Pretty soon the camels stopped and knelt down, shutting their 
eyes and nostrils tight. Then Stanley knew that it was a sand 
storm that was coming. They all got off quickly and hid behind 
the camels. Soon the storm came. They could not open their eyes 
for fear of getting sand in them. Pretty soon it passed and they 
started on their journey. 

All at once the camels began hurrying in a certain direction. 
Stanley was very glad, for he knew that they smeUed water, and 
they were all very thirsty. 

Suddenly on making a sharp turn there burst upon them a forest 
of palm trees, green grass everywhere. They had come to a spring. 
How glad they were! First they got a drink and gave their camels 
water. Then they rested there overnight. 

Osom saw some dates on one of the trees and so climbed up to 
the top after them and brought down a big basketful, which all 
enjoyed. 

The next morning they started on, Before many days they saw 
Tunis. That was where their boat was, and they were very happy 
to think that they were going to England. At Tunis they traded 
and fixed up their boat and loaded it with provisions for their journey. 

As they sailed away little Osom could not help but be a little 
homesick, but Mr. Stanley was very kind to him and told him aU 
the things that he was going to learn so he could go back and help 
his people. 

They saw the Atlas mountains. What story do you suppose 
Mr. Stanley told him? And when they passed through the Straits 
of Gibraltar he told him another. Do you remember it? Osom 
liked them, too, very much, but it was many years before he under- 
stood what they meant. 

When Osom reached England, Mr. Stanley put him into a good 
school, where he learned very rapidly. When he grew to be a man 
he was surprised to discover that he was larger than any of the men 
of his tribe, although he was not so big as the English boys whom he 
knew. Why do you suppose this happened? By the time Osom 



214 APPENDIX 

was ready to go back to Africa many things had happened there. 
The Enghsh now governed all the country south of the forest in 
which Osom's tribe lived, and so it was with great delight that he 
returned to assist in teaching his people how to live in a more civi- 
lized way. 



ELEMENTARY HISTORIES 



BARNES'S NEW HISTORIES OF THE 
UNITED STATES 

Elementary, ^0.60 ; School ^i.oo 

^ In their new form these books are thoroughly up-to-date, 
both as to contents and as to dress. The Elementary History- 
has been entirely rewritten in a series of biographies by that 
charming writer for children. Dr. James Baldwin. The 
School History has been completely revised, and gives greater 
prominence to the life of the people, and to the wonderful 
development of our industries. 

EGGLESTON'S NEW CENTURY HISTORY 

OF THE UNITED STATES . , . $i.oo 
^ The author's purpose was to tell the story of our country 
so briefly that it might be mastered within the usual time 
allotted to the study, and yef to preserve its interest unimpaired 
by condensation. He has been especially successful in pre- 
senting those facts of the home life of the people, and their 
progress in civilization, which are essential to history. 

McMASTER'S HISTORIES OF THE 
UNITED STATES 

Primary, ^0.60; Brief ^i.oo 

^ These books are remarkable for their freshness and vigor, 
and their historical and impartial treatment. The Primary 
History contains work for one school year, and is simply and 
interestingly written. The Brief History directs the attention 
of the pupil particularly to the colonial period, yet it does 
not neglect the later events. 

WHITE'S OUTLINE STUDIES IN UNITED 

STATES HISTORY $0.30 

^ A helpful note book containing blanks to be filled in by the 
pupil, questions to be answered, outline maps for the location 
of places, marking of boundaries, and tracing of routes, out- 
lines for essays, etc., with full directions for the pupil and 
suggestions to the teacher. 



AMERICAN BOOK COMPANY 



PUPILS' OUTLINE STUDIES 
IN UNITED STATES HISTORY 

$0.30 

By FRANCIS H.WHITE, A.M., Professor of History 
and Political Science, Kansas State Agricultural College 



A BLANK book, which is intended for the pupil's use in 
connection with any good history of the United States. 
It presents an original combination of devices con- 
veniently arranged, and affords an unusually clear idea of our 
country's history in which the chief events are deeply impressed 
on the learner's mind. The entire development of the United 
States has been taken up in the most logical manner, and facts 
of a similar nature have been grouped naturally together. 
^ This material is in the form of outline maps, charts, tables, 
outlines for essays, book references, etc., with full directions 
for the pupil, and suggestions to the teacher. Students are 
required to locate places, trace routes, follow lines of develop- 
ment, make pictures of objects illustradng civilization, write 
compositions, etc. 

^ The use of this book has demonstrated that the teaching of 
history need no longer present any difficulties to the teacher. 
Mere memorizing is discouraged, and the pupil is compelled 
to observe closely, to select essential facts, to classify his 
knowledge, to form opinions for himself, and to consult the 
leading authorities. The interest thus instilled will invariably 
lead to a sufficient grasp of the subject. 

^ The body of the book is divided into the following general 
headings: The Indians; Discovery and Exploration; Coloniza- 
tion; The Development of Nationality; Military History; 
The Progress of Civilization; Polidcal History; and Our 
Flag and Its Defenders. While none of these periods is 
treated exhaustively, each is taken up so comprehensively and 
suggestively that further work can be made easily possible 
where more time is available. 



AMERICAN BOOK COMPANY 
(117) 



A SYSTEM OF PEDAGOGY 

By EMERSON E. WHITE, A.M., LL.D. 



Elements of Pedagogy ^i.oo 

School Management and Moral Training I.OO 

Art of Teaching I.oo 



BY the safe path of experience and in the light of modern 
psychology the ELEMENTS OF PEDAGOGY 
points out the hmitations of the ordinary systems of 
school education and shows how their methods may be har- 
monized and coordinated. The fundamental principles of 
teaching are expounded in a manner which is both logical 
and convincing, and such a variety and wealth of pedagogical 
principles are presented as are seldom to be found in a single 
text-book. 

^ SCHOOL MANAGEMENT discusses school govern- 
ment and moral training from the standpoint of experience, 
observation, and study. Avoiding dogmatism, the author 
carefully states the grounds of his views and suggestions, and 
freely uses the fundamental facts of mental and moral science. 
So practical are the apphcations of principles, and so apt are 
the concrete illustrations that the book can not fail to be of 
interest and profit to ail teachers, whether experienced or 
inexperienced. 

«[j In the ART OF TEACHING the fundamental princi- 
ples are presented in a clear and helpful manner, and after- 
wards applied in methods of teaching that are generic and 
comprehensive. Great pains has been taken to show the 
true functions of special methods and to point out their limita- 
tions, with a view to prevent teachers from accepting them 
as general methods and making them hobbies. The book 
throws a clear light, not only on fundamental methods and 
processes, but also on oral illustrations, book study, class 
instruction and management, written examinations and pro- 
motions of pupils, and other problems of great importance. 



AMERICAN BOOK COMPANY 

I 

(«x,) 



BOOKS FOR TEACHERS 

By RURICK N. ROARK, Ph.D., President Eastern 
Kentucky State Normal School, Richmond, Kentucky 



Psychology in Education . ^i.oo Method in Education . . ^l.oo 
Economy in Education . . ^I.oo 



ROARK'S PSYCHOLOGY IN EDUCATION pre- 
sents such a clear exposition of the elementary princi- 
ples of psychology and their practical applications in 
methods of education as to furnish a logical and scientific 
basis for the daily work in the class room. Intended for the 
average teacher, it gives a full and logical outline by which 
the teacher may guide his study and lays constant emphasis 
upon the necessity and the means of carrying psychology into 
the schoolroom. 

^ In METHOD IN EDUCATION the author develops 
in detail the applications of psychology in the work of 
teaching. He discusses the principles upon which good 
teaching must be based, and also the means of making the 
subjects in the curriculum produce the best educational results. 
Each branch of study usually taught in elementary schools is 
taken up and considered separately, and much hopeful advice 
is given, supplemented by suggestive outlines, lesson plans, 
and topics. 

^ ECONOMY IN EDUCATION deals with the prob- 
lems confronting the individual teacher in the successful ad- 
ministration of his school, and also the larger problems of the 
school as a part of the institutional life and growth of modern 
society. It discusses the problems of the administration of 
school systems and such matters as taxation, boards of 
education, courses of study, and the distinctive work of 
the diiFerent schools. The latest movements in the econom- 
ical correlation of the home, libraries, museums, and art 
galleries with the school are taken up at some length. 



AMERICAN BOOK COMPANY 

(199) 



DAVISON'S HEALTH SERIES 

By ALVIN DAVISON, M.S., A.M., Ph.D., Professor of 
Biology in Lafayette College. 



Human Body and Health : 

Elementary, ^0.40 Intermediate, ^0.50 Advanced, ^0.80 

Health Lessons: 

Book One . I0.35 Book Two . . ^0.60 



THE object of these books Is to promote health and pre- 
vent disease • and at the same time to do it in such 
a way as will appeal to the interest of boys and girls, 
and fix in their minds the essentials of right living. They are 
books of real service, which teach mainly the lessons of health- 
ful, sanitary living, and the prevention of disease, which do not 
waste time on the names of bones and organs, which furnish 
information that everyone ought to know, and which are both 
practical in their appHcation and interesting in their presentation. 
^ These books make clear: 

^ That the teaching of physiology in our schools can be made 
more vital and serviceable to humanity. 

^ That anatomy and physiology are of little value to young 
people, unless they help them to practice in their daily lives 
the teachings of hygiene and sanitation. 

^ That both personal and public health can be improved by 
teaching certain basal truths, thus decreasing the death rate, 
now so large from a general ignorance of common diseases. 
^ That such instruction should show how these diseases, 
colds, pneumonia, tuberculosis, typhoid fever, diphtheria, and 
malaria are contracted and how they can be prevented. 
^ That the foundation for much of the illness in later life is 
laid by the boy and girl during school years, and that in- 
struction which helps the pupils to understand the care of the 
body, and the true value of fresh air, proper food, exercise, and 
cleanliness, will add much to the wealth of a nation and the 
happiness of its people. 



AMERICAN BOOK COMPANY 

_ 



NEW SERIES OF THE 
NATURAL GEOGRAPHIES 

REDWAY AND HINMAN 

TWO BOOK OR FOUR BOOK EDITION 

Introductory Geography . ;^o.6o School Geography . . . $1.25 

In two parts, each . , .40 In two parts, each . . .75 



IN the new series of these sterling geographies emphasis is laid 
on industrial, commercial, and political geography, with just 
enough physiography to bring out the causal relations. 
^ The text is clear, simple, interesting, and explicit. The 
pictures are distinguished for their aptness and perfect illus- 
trative character. Two sets of maps are provided, one for 
reference, and the other for study, the latter having corre- 
sponding maps drawn to the same scale. 
^ The INTRODUCTORY GEOGRAPHY develops the 
subject in accordance with the child's comprehension, each 
lesson paving the way for the next. In the treatment of the 
United States the physiographic, historical, p^ilitical, industrial, 
and commercial conditions are taken up in their respective 
order, the chief industries and the localities devoted largely to 
each receiving more than usual consideration. The country 
is regarded as being divided into five industrial sections. 
^ In the SCHOOL GEOGRAPHY a special feature is 
the presentation of the basal principles of physical and general 
geography in simple, untechnicai language, arranged in num- 
bered paragraphs. In subsequent pages constant reference is 
made to these principles, but in each case accompanied by 
the paragraph number. This greatly simplifies the work, 
and makes it possible to take up the formal study of these 
introductory lessons after the remainder of the book has been 
completed. With a view to enriching the course, numerous 
specific references are given to selected geographical reading. 



AMERICAN BOOK COMPANY 

Cm? 



BALDWIN AND BENDER'S 
READERS 

Reading with Expression 

By JAMES BALDWIN, Author of Baldwin's School Read- 
ers, Harper's Readers, etc. and IDA C. BENDER, 

Supervisor of Primary Grades, Buffalo, New York. 

AN EIGHT BOOK SERIES or A FIVE BOOK SERIES 



THE authorship of this series is conclusive evidence of 
its rare worth, of its happy union of the ideal and the 
praGtical. The chief design of the books is to help pupils 
to acquire the art and habit of reading so well as to give pleas- 
ure both to themselves and to those who listen to them. They 
teach reading with expression, and the selections have, to a 
large extent, been chosen for this purpose. 
^ These readers are very teachable and readable, and are un- 
usually interesting both in selections and in illustrations. The 
selections are of a very high literary quality. Besides the 
choicest schoolbook classics, there are a large number which 
have never before appeared in school readers. The contents 
are well balanced between prose and poetry, and the subject 
matter is unusually varied. Beginning with the Third Reader, 
selections relating to similar subjects or requiring similar 
methods of study or recitation, are grouped together. Many 
selections are in dialogue form and suitable for dramatization. 
^ The First Reader may be used with any method of teach- 
ing reading, for it combines the best ideas of each. A number 
of helpful new features are also included. Each reading lesson 
is on a right-hand page, and is approached by a series of pre- 
paratory exercises on the preceding left-hand page. 
^ The illustrations constitute the finest and most attractive 
collection ever brought together in a series of readers. There 
are over 600 in all, every one made especially for these books 
by an artist of national reputation. 



AiMERICAN BOOK COMPANY 



HIC KS'S C H AM PI ON 
SPELLING BOOK 

By WARREN E. HICKS, Assistant Superintendent of 
Schools, Cleveland, Ohio 

Complete, ;^o.25 - Part One, ^o. i8 - Part Two, ^o.i8 



THIS book embodies the method that enabled the pupils 
in the Cleveland schools after tv^^o years to win the Na- 
tional Education Association Spelling Contest of 1908. 
^ By this method a spelling lesson of ten words is given each 
day from the spoken vocabulary of the pupil. Of these ten 
words two are selected for intensive study, and in the spelling 
book are made prominent in both position and type at the head 
of each day's lessons, these two words being followed by the 
remaining eight words in smaller type. Systematic review is 
provided throughout the book. Each of the ten prominent 
words taught intensively in a week is Hsted as a subordinate 
word in the next two weeks ; included in a written spelling 
contest at the end of eight weeks ; again in the annual contest 
at the end of the year ; and again as a subordinate word in the 
following year's work; — used five times in all within two 
years. 

^ The Champion SpelHng Book consists of a series of lessons 
arranged as above for six school years, from the third to the 
eighth, inclusive. It presents about 1,200 words each year, 
and teaches 3 i 2 of them with especial clearness and intensity. 
It also includes occasional supplementary exercises which serve 
as aids in teaching sounds, vowels, homonyms, rules of spell- 
ing, abbreviated forms, suffixes, prefixes, the use of hyphens, 
plurals, dictation work, and word building. The words have 
been selected from Hsts, supphed by grade teachers of Cleve- 
land schools, of words ordinarily misspelled by the pupils of 
their respective grades. 



AMERICAN BOOK COMPANY 

_ 



STEADMANS' WRITING 

Muscular Movement 



8 Pads — one for each jear — each containing 40 sheets, 80 pages, or 31^ 
times as much as the ordinary copybook. - Pricp each, 15 cents. 



STEADMANS' Graded Lessons in Writing train the 
child to maintain a truly healthful position, and to use 
the large muscles of the upper arm and shoulder as the 
motive power in writing. As the abihty to write automatic- 
ally is acquired, a correct sitting habit is inculcated; stoop- 
ing over the desk, cramping the lung space, bringing the eyes 
so close to the paper that they are permanently injured, be- 
come imipossible. The child is no longer subjected to the 
harmful tendencies of former days. 

^This system teaches the child to write a good, characteristic 
harxd that will remain with him through Hfe. The course is 
presented in eight pads. Each pad is a complete cycle, 
covering the work for an entire year, and containing forty 
sheets, eighty pages, three and one-third times as much as 
a copybook. Each page presents a central idea, around 
which the lesson is constructed. The drills constitute a ser- 
ies of graded, speciahzed, physical culture exercises. These 
exercises are so devised and arranged that the pupils are led, 
by easy gradations, from the simplest forms and letters to the 
more complex. Each drill is based upon the movement re- 
quired to form the letter or letters under consideration during 
that particular wTiting lesson. 

^The work is simpHcity itself. It teaches an easy, graceful 
style of free handwriting with fiill play for the writer's indi- 
viduality. It requires no extra exercise books, no teacher's 
manual, no blank pads, and no additional paper. Any teacher 
can teach it with ease without further assistance, and any 
child will find no difficulty in performing it successfully, and 
in acquiring a handwriting that is legible, rapid, and automatic. 



AMERICAN BOOK COMPANY 
7^0 



HAMILTON'S ARITHMETICS 

By SAMUEL HAMILTON, Ph. D., Superintendent of 
Schools, Allegheny County, Pennsylvania. 



THREE-BOOK SERIES 
Primary Arithmetic .... ^0.35 

Intermediate Arithmetic . . .40 
School Arithmetic 45 



TWO-BOOK SERIES 
Elementary Arithmetic . . I0.35 



Complete Arithmetic , 



.60 



ALTHOUGH these arithmetics are intended to be 
placed in the pupil's hands beginning with the 
third year, the oral work of the first two years 
is carefully developed in each series as a guide to the 
teacher. The plan agrees with present pedagogical ideas 
of teaching arithmetic, an easy treatment of each subject 
in the earlier years being provided before the complete 
treatment. 

C| In the earlier books, the subject-matter has been separated 
into two parts, and treated topically. In the later books 
the year has been made the unit of division, and here the 
treatment is also topical. Besides the two treatments of 
topics, the work is distinguished by the emphasis on oral 
drill, the number and variety of problems, the emphasis on 
business arithmetic, the systematic reviews, and the easy 
steps in gradation. 

^ These books possess an unusual adaptability to the varying 
conditions in schools. The three-book series enables bright 
pupils to be promoted from the fourth year's work to the 
sixth year's work, or from the fifth year's work to the 
seventh year's v/ork without omitting the study of any im- 
portant topic, and thus complete an eight years' course in 
seven years. The two-book series permit bright pupils 
to finish the first five years' work in four years, and be 
promoted from the fourth year's work to the sixth year's 
work, and thus complete an eight years' course in seven 
years. 



AMERICAN BOOK COMPANY 
7F) »_-_.™,™.™_™_ 



P 30 t^»' 



One copy del. to Cat. Div. 



StP 30 i^<i 



